Sharing Gendered Lives. Dontent Analysis Report on Primary School`s Textbooks

1/22/2007 12:00:00 AM

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Penulis/Peneliti: Yustina Rostiawati

Tahun: 1998

The Beijing document, once again, stresses that education is a basic right and an essential tool for achieving the goals of equality, development and peace. Non-discriminatory education benefits both girls and boys, and thus ultimately contribute to more equal relationships between women and men. It is also believed that women literacy is a key to improving health, nutrtion and education in the family, and thus to empowering women to participate in decision-making society.

Oey-Gardiner (1997) gives an illustration on the rapid increase of school participation. In the early of 1974, the total number of children entering primary school was 13.3 million. This number grows double within two decade, i.e. 26 million. When looked further, the rapid growth girls’ participation in schooling is greater than boys‘. Statistical data on the percentage of illiteracy of population aged 1- - 14 years indicates only 0.95% for urban and 2.83% for rural (Statistical Year Book of Indonesia 1995:105).

While it is admitted that many countries have achieved equal access to primary education for both boys and girls, curricula and teaching materials remain gender-biased to a large extent. The materials also lack sensitivity to the specific needs of girls and women.

Thus, primary school age children become a target for gender-biased socialization. If the socialization of very young children demonstrably different for boys and for girls, this will determine their gender related attitudes and behaviors as adults later on.

Teachers play an important socializing agent after parents. They transfer not only knowledge, but also values in the teaching-learning dynamics. Students observe, feel, and often imitate what teachers say and do. Considering the important role of teachers, this study aims to provide tools for developing their gender awareness and sensitivities. To meet these objectives, Catholic Primary Schools teachers in Jakarta Diocese were motivated to participate in the project.

Methodology:

1. To begin with, a content analysis on selected textbools was carried out to identify the content of teaching-learning materials which reflect and reinforce gender-role stereotypes socialization.
2. A seminar was held to socialise the results of content analysis and to promote gender issues to primary school teachers.
3. After arising teachers awareness on gender issues, a Gender Sensitivity Training was carried out.