"It Bothers Me, but I Will Not Bring It into the Kindergarten": Gender Perception Conflicts of Religious Kindergarten Teachers as Reflected in Their Work

Autor/in	Achituv, Sigal
Titel	"It Bothers Me, but I Will Not Bring It into the Kindergarten": Gender Perception Conflicts of Religious Kindergarten Teachers as Reflected in Their Work
Quelle	In: Religious Education, 114 (2019) 4, S.457-469 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Achituv, Sigal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2019.1600108
Schlagwörter	Foreign Countries; Religious Education; Gender Issues; Feminism; Biblical Literature; Jews; Females; Gender Bias; Kindergarten; Preschool Teachers; Teacher Attitudes; Israel + Suchen Sie Ihr Suchwort? Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Geschlechterfrage; Feminismus; Bibel; Jew; Jude; Jüdin; Juden; Weibliches Geschlecht; Geschlechterstereotyp; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten
Abstract	The article describes a study on the gender identity of kindergarten teachers in the Israeli State Religious Education System (Hemed). The aim was to investigate their perception of gender identity in light of Orthodox feminism and discover how this is reflected in their work, particularly in the Torah stories they tell. The study, based on a narrative research method comprising seven teachers, suggested a link between their gender perceptions and attitude toward Orthodox feminism, and their attitude toward patriarchal Bible stories. The discomfiture and internal contradictions characterizing their perceptions reflect the diverse attitudes in the religious public to this issue. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01