"But Girls Can Do That Too": Discussing Gender Equality with Children in a Progressive Jewish Context

Autor/in	Jackson-Gordon, Rachel
Titel	"But Girls Can Do That Too": Discussing Gender Equality with Children in a Progressive Jewish Context
Quelle	In: Journal of Jewish Education, 86 (2020) 3, S.298-320 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jackson-Gordon, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2020.1749011
Schlagwörter	Progressive Education; Judaism; Religious Education; Elementary School Students; Gender Differences; Photography; Religious Organizations; Student Attitudes; Peer Relationship; Social Justice; Sex Fairness; Teaching Methods; Child Development; Systems Approach + Suchen Sie Ihr Suchwort? Reformpädagogik; Progressive Erziehung; Judaismus; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Geschlechterkonflikt; Fotografie; Schülerverhalten; Peer-Beziehungen; Soziale Gerechtigkeit; Sexualaufklärung; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Systemischer Ansatz
Abstract	This study is a qualitative project which took place with six elementary-aged children in a progressive Jewish education program. The children took photos around their synagogue of items related to gender. The children chose their favorite photos, then explained and discussed the photos with their peers. All explanations and discussions were recorded, transcribed verbatim, and inductively analyzed. Results emphasize the importance of providing opportunities for children to voice their opinions on social-justice related constructs like gender equality. The results also speak to the role of institutions such as synagogues as environments where children develop their beliefs about gender. (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	2024/1/01