Indexing
All Issues
Submission
Author Guidelines
Reviewers
Editorial Members
Publication Fee
Vol.2 , No. 4, Publication Date: Jul. 29, 2015, Page: 43-53
. In the paper, we refer to Early Childhood Teaching Education as a school stage, to Infant teachers as “valued – devalued” professionals, to the dimensions of care as integrated in modern colonial societies modeled by relations of dominion and dominance. We refer to Early Childhood Education for historical and contemporary reasons. At this school stage, the stereotypes are not fixed, neither gender heritage. They are created. Infant school situations can be easily reversed, and Infant school teachers are to be prestige to contribute to changes in society.&picture=http://www.aascit.org/aascit/decorators/img/journal/910.jpg)
| [1] | Maider Perez de Villarreal, Department of Psychology and Pedagogy, Public University of Navarra, Pamplona (Navarra), Spain. |
| [2] | Benjamin Zufiaurre, Department of Psychology and Pedagogy, Public University of Navarra, Pamplona (Navarra), Spain. |
Over the last three decades in Europe, the field of “Gender and Education” and its development, has moved from investigating ways in which schools are to minimize gender inequality, to become a theoretical and empirical field of research. However, the disparities between men and women continue to exist and even increase in times of crisis. That is why to reference the paths towards equality in male and/or feminine professions, we are forced to weigh up salaries, social esteem, prestige, and others. And this is especially important when dealing with men and women sharing public and private spheres of life. In Early Childhood Education, and with Infant school teachers, to put it as an example, there is a need to balance the role women as teachers, nurses, care keepers and pushed to child rearing and to educating children at the time (Zufiaurre, Pellejero, 2000). In the paper, we refer to Early Childhood Teaching Education as a school stage, to Infant teachers as “valued – devalued” professionals, to the dimensions of care as integrated in modern colonial societies modeled by relations of dominion and dominance. We refer to Early Childhood Education for historical and contemporary reasons. At this school stage, the stereotypes are not fixed, neither gender heritage. They are created. Infant school situations can be easily reversed, and Infant school teachers are to be prestige to contribute to changes in society.
Keywords
Gender and Education, Feminine Professions, Infant School, Professional Development, Early Childhood Education
Reference
| [01] | Alexander GM, Hines M. (2002): Sex differences in response to children's toys in nonhuman primates (Cercopithecus aethiops sabaeus). Evol.Human Behav. 23:467–469. |
| [02] | Alfieri, F. (1990): La ciudad de los niños. Los recursos de la ciudad. In VV.AA.: La ciudad Educadora (Cities for Education). Barcelona: Documents of the International Conference. |
| [03] | Alvesson, M.,& Due Billing, Y. (1997): Gender and Organizations. London: Sage . |
| [04] | Amorós, C. et al. (1993): Programa de sensibilización social acerca de la igualdad de oportunidades en hombres y mujeres. (Programme to raise awareness of Equality of opportunities for men and women). Pamplona: Subdirección de la Mujer. Gobierno de Navarra. |
| [05] | Ballarin, P. (1993): La construcción de un modelo educativo de utilidad doméstica. En DUBY, Georges i PERROT, Michelle (Dir.): Historia de las mujeres. El siglo XIX, Madrid, Taurus. |
| [06] | Borderias, C., Carrasco, C., and; Alemany, C. (1994): Las mujeres y el trabajo. Rupturas conceptuales. Barcelona: Icaria-Fuhem. |
| [07] | Bowlby, J. (1952): Maternal care and mental health. London: World health Organization. |
| [08] | Bronfenbrenner, U. (1987): La ecología del desarrollo humano (Ecology of human development). Barcelona: Paidós. |
| [09] | Butovskaya, M. L., Kozintsev, A.G. and Kozintsev, B.A. (1994): The structure of affiliative relations in a primate community: allogrooming in stumptailed macaques (Macaca Arctoides). Human Evolution, 9(1), 11-23. |
| [10] | Caldera Y, Huston A, O'Brien M. (1989): Social interactions and play patterns of parents and toddlers with feminine, masculine and neutral toys. Child Dev. 60:70–76. |
| [11] | Carrasco, C. (1996): Presente y futuro del trabajo. Apuntes para una discusión no androcéntrica. In Rodríguez, A., Goñi, B., Maguregi,. (eds.): El futuro del Trabajo. Reorganizar y repartir desde la perspectiva de las mujeres (The future of work: Reorganization and share from women`s perspectives), Bilbao: Bakeaz / CDEM: 19-46. |
| [12] | Carter DB, Levy GD. (1988). Cognitive aspects of early sex-role development: the influence of gender schemas on preschoolers' memories and preferences for sex-typed toys and activities. Child Dev. 59:782–792. |
| [13] | Connell, R.W. (1987): Gender and Power: Society, the Person and Sexual Politics. Stanford: Stanford University Press. |
| [14] | Frabboni, F. (1984): La educación del niño de 0 a 6 años (Education for children 0 to 6). Madrid. Cincel. |
| [15] | Freud, A. (1993): El yo y los mecanismos de defensa. (Myself and defense mechanisms) Paidós: Barcelona. |
| [16] | Fundación Educación y Ciudadanía (Foundation Education and Citizenship). (2008): Monográficos: Primer Ciclo de Educación Infantil (Monographs: First Cycle of Early Childhood Education), número 1. |
| [17] | Gardner, H. (2000): La educación de la mente y el conocimiento de las disciplinas (Education of the mind and subjects knowledge). Barcelona: Paidos. |
| [18] | Gilligan, C. (1982): In A Different Voice. Cambridge, Mass: Harvard University Press. |
| [19] | Gilligan, C. and Wiggins, G. (1987): “The Origins of Morality in Early Childhood Relationships”. In J. Kaggan and Lamb, S. (eds): The Emergence of Morality in Early Childhood. Chicago: University of Chicago Press. |
| [20] | Hoyuelos, A. (2001): El pensamiento y obra pedagógica de L. Malaguzzi y su repercusión en el la E.I. (Pedagogical mastery of L. Malaguzzi: Influence in Early Childhood Education) Pamplona: Doctoral Thesis, UPNA. |
| [21] | Kheel, M. 2008. Nature Ethics. New York, NY: Rowman & Littlefield. |
| [22] | Lipman, M. (1997): Pensamiento complejo y educación (Complex thinking and education). Madrid: De la Torre. |
| [23] | LOE. Ley Orgánica de Educación (Education Law). (2006). https://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdf |
| [24] | LOMCE. Ley Orgánica para la Mejora de la Calidad Educativa. (Organic Law for the Improvement of Educational Quality). (2013). http://www.boe.es/boe/dias/2013/12/10/pdfs/BOE-A-2013-12886.pdf |
| [25] | Luke, C. (coord) (2000): Feminismos y Pedagogías de la vida cotidiana. Morata: Madrid. (Feminisms and Pedagogies of Everyday life, 1996), State University of New York. |
| [26] | Maccoby, E. (1980): Social Development. New York: Harcourt Brace Jovanovich, Inc. |
| [27] | Marshall,C . (1997): Dismantling and reconstructing policy analysis. In Marshall, C. (Eds). Feminist critical policy analysis: A perspective for primary and secondary schooling. London: Falmer Press. 1-40. |
| [28] | Maturana, H., Varela, f. (1999): El árbol del conocimiento. Las bases biológicas del conocimiento humano. (The tree of knowledge. The biological frame for human knowledge). Barcelona: Debate. |
| [29] | Mora, F. (2001): El reloj de la sabiduría: Tiempos y espacios en el cerebro humano (The clock of wisdom: Time and space in human brain). Madrid: Alianza. |
| [30] | Pellejero, L. (2002): Tesis doctoral: Valoración social de la educación infantil desde la perspectiva de género (The social recognition of infant education from a gender perspective) PhD European diss., Public University of Navarra – Umëa University. |
| [31] | Rinalde, C. (1998): Los pensamientos que sustentan la acción educativa (Thoughts underlying educational actions. Barcelona: INFANCIA nº 50. |
| [32] | Ruddick, S. (1989): Maternal Thinking: Toward a Politics of Peace. New York, NY: Ballentine Books. |
| [33] | Tomlin, c. (2012). What I wished I’d known sooner. Teachers. CreateSpace Independent Publishing Platform. ISBN-10: 1468194097 |
| [34] | Tonucci, F. (1990): Enseñar o aprender? La escuela como investigación quince años después. (Teach or learn?: Research on schools fifteen years later). Barcelona: Grao. |
| [35] | Warnock, M. (1989): A common policy for education. London: Oxford University Press. |
| [36] | Weiner, G. (1994): Feminisms and Education: An Introduction. Buckingham: Open University Press. |
| [37] | VV.AA (2012). World Atlas of Gender Equality in Education. France: UNESCO Publishing. |
| [38] | VV.AA. (1990 a / 1995): Escuelas Infantiles de Reggio Emilia: La inteligencia se consigue usándola (Reggio Emilia Infant Schools: Intelligence is consructed by using it). Madrid-MEC: Morata. |
| [39] | VV.AA. (1990 b): La ciudad educadora (Cities for education). Barcelona: Document of the 1st. International Conference. |
| [40] | Zeki, S. (1995): Una vision del cerebro (A perception of the Brain). Barcelona: Ariel. |
| [41] | Zufiaurre, B., & Pellejero, M.L. (2000): “Women Infant-school teachers in Spain: how does society and how do they consider their professional role”. In Pedagogy, Culture and Society. 8, (2): 207 – 218. ISSN - 1468 – 1366. London |
| [42] | Zufiaurre B., & Albertin, A. M. (2009): “Playing games to interact and work with emotions in Infant / Elementary education”. In Journal of the International Society for Teacher Education. 13, (2): 23-31. ISSN 1029 – 5968. |
| [43] | Zufiaurre B., Pellejero, L., Weiner, G. (2010): “Gender Equity and Education in Spain: policy and Ideoloy”. In Education Inquiry. 1 (4): 399-414. www.use.umu.se/english/research/educationinquiry |
| [44] | Zufiaurre B., Wilkinson, J. & Albertin, A. M. (2013): Working with children’s emotions through routines, play and games: Promoting emotional and social growth and shaping inclusive practices. In Journal of the International Society for Teacher Education – Education for Gross national happiness: Role of teacher. 17, (1), 126-138. ISSN 1029 – 5968 |
