The anti-gender movement in Europe and the educational process in public schools.

Autor/inn/en	Kuhar, Roman; Zobec, Ales
Titel	The anti-gender movement in Europe and the educational process in public schools. Paralleltitel: Gibanje proti "teoriji spola" v Evropi in izobrazevalni proces v javnih solah.
Quelle	In: CEPS journal, 7 (2017) 2, S. 29-46Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-pedocs-145948
Schlagwörter	Ideologie; Bildungsprozess; Gender; Gleichstellung; Elternrecht; Schulsystem; Öffentliche Schule; Curriculum; Gegenöffentlichkeit; Geschlechterfrage; Protest; Homosexualität; Sexualerziehung; Theorie; Europa
Abstract	Mass protests across Europe against marriage equality, reproductive rights, gender mainstreaming and sexual education have centralized n the past few years around so-called "gender theory". This theory is explained as a new threat to the "traditional family" and "natural masculinity and femininity", as it allegedly aims at cultural revolution: a post-binary gender world. Many of these debates (and concrete actions) are targeted at schools and the educational process. It is believed that "gender theory" is already being taught in schools, which will have detrimental consequences for pupils. Agents of the anti-gender movement claim that children are being sexualised and brainwashed by "gender theory". Taking this debate as the starting point, we first examine the roots of the term "gender theory" and point to its nature as an "empty signifier". We then analyse the types of anti-gender actions across Europe that interfere with the educational process in public schools. Finally, we consider the role of parents and their right to intervene (or not) in the educational process. On the basis of the existing rulings of the European Court of Human Rights, we argue that the provision that parents are entitled to educate their children in accordance with their religious and moral beliefs does not mean that teachers in schools should avoid issues that might "morally distress" pupils or their parents, as long as schools avoid indoctrination, and providing the topics (like any other topics) are conveyed in an objective, critical and pluralistic manner. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/4