Gender Equality in Social, National, and Civic Education Textbooks in the Jordanian Elementary Education Stage in Light of the CEDAW Treaty

بيان  نخلة; اسماعيل الزيود

doi:10.35516/hum.v50i1.4405

المؤلفون

بيان نخلة قسم علم الاجتماع، كلية الآداب، الجامعة الأردنية، عمان، الأردن
اسماعيل الزيود قسم علم الاجتماع، كلية الآداب، الجامعة الأردنية، عمان، الأردن

DOI:

https://doi.org/10.35516/hum.v50i1.4405

الكلمات المفتاحية:

التنشئة الاجتماعية، المنهاج الدراسي، المساواة الجندرية، سيداو

الملخص

هدفت الدراسة إلى تعرُّف مدى اشتمال منهاج التربية الوطنية والمدنية والتربية الاجتماعية في مرحلة التعليم الأساسي في النظام التعليمي الأردني على المساواة الجندرية في الأدوار والحقوق والواجبات العامة والخاصة كما دعت لها اتفاقية سيداو ومعرفة حجمها ومجالاتها، ولقد جرى استخدام تحليل المضمون كمنهجية بحث، وذلك بتحليل عينة الدراسة المكونة من كتب التربية الوطنية والاجتماعية للصف الرابع والصف الخامس وكتب التربية الوطنية والمدنية من الصف السادس حتى الصف العاشر، وتوصلت الدراسة إلى أن غالبية البنود التي جرى رصدها هي بنود ساوت في خطابها بين الرجل والمرأة بنسبة (90.6%) وجاءت الموجهة نحو المرأة بنسبة (9.4%) ولم يرد ذكر أي بند موجه نحو الرجل على وجه الخصوص.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

Al-Awdat, Maiser. (2009). Women's rights are included in the general culture book for the second stage in Jordan. Irbid for Research and Studies, 12 (2) 225-250.

Ali, Abdullah Yusuf. (1972). The Holy Quran. London: Wordsworth Editions.

Al-Sarabi, Siham Muhammad Hajj Ali. (2010). The image of women in Jordanian school books. University Journal of Educational Sciences, 26 (21) 463-496.

Al-Tamimi, Iman Reda Muhammad Ali. (2011). Women’s Issues in Islamic Education Curricula for the Higher Basic Stage in Jordan. Educational Sciences Studies, (2)8 827-496.

Arta, Aliu, Melek Toci. (2013). Gender stereotypes in current children`s English books used in elementary schools in the Republic of Macedonia. American International Journal of Contemporary Research, 3 (12) 32-38.

Asad Allah MN Islam KMM. (2018). Gender stereotypes and education: A comparative content analysis of Malaysian, Indonesian, Pakistani, and Bangladeshi school Curricula. PLOS One. DOI: https://doi.org/10.1371/journal.

Beijig+20. (1995). United Nations Economic and Social Commission for Western Asia:

https://www.un.org/womenwatch/daw/beijing/pdf/BDPfA%20A.pdf.

CEDAW. (1979). Convention on the Elimination of all Forms of Discrimination against Women

Economic and Social Council. (2019). Country Status Report 2019. Retrieved on 30 April 2020, from the Economic and Social Council: http://www.esc.jo/NewsView.aspx?Id=353

Global Gender Gap Report. (2020). World economic forum: http://www3.weforum.org/docs/WEF_GGGR_2020.pdf.

Helmy, Saif. (2014). Foundations of Gender stereotypes and Education. Dirasat Journal, 2(11), 10-22.

International Islamic Committee for Women and Children. (2010). A critical view from a legitimate perspective. Amman, Jordan: Al-Afaf Association.

Jackie, Salim. (2016). Sociology of Education in Jordan. Amman: Samil Publications, Inc.

James. Ainsworth. (2013). Sociology of Education: An A-to-Z Guide. Thousand Oaks: SAGE Publications, Inc.

Kalayci, Nudan, Hayirsever and Fahriye. (2014). An Analysis of Citizenship and Democracy Education Text Book in the Context of Gender Equality and Determining Students Perception on Gender Equality. (2020). Educational Sciences: Theory and Practice.

Mohammed, Helmy. (2013) states that the most important terms are mentioned in the most prominent international conventions and charters for women. International Scientific Conference on the Muslim Family in Light of Contemporary Changes (1-24). Amman, Jordan: The International Institute for Islamic Thought, University of Jordan, Ministry of Social Development.

National Council for Family Affairs. (2018). Jordanian family conditions report. Amman Jordan.

National Council for Family Affairs. (2008). Stop violence against women. Amman Jordan.

Raoul Wallenberg Institute for Human Rights and Humanitarian Law Studies. (2012). Citizenship from a Human Rights Perspective in the National Education Curricula in the Arab Countries: Case studies for Jordan, Egypt, and Lebanon.

S. Garnett Russell, Julia C. Lerch, Christine Min Wotipka. (2018). The making of a human rights issue: A Cross-National Analysis of Gender-Based Violence in Curricula, 1950-2011. Gender & Society, 32(5), 713 – 738. Doi: 10.1177/0891243218786686.

Sadker, M. P. and D. M. Sadker, 1994. Failing at Fairness: How America’s schools cheat girls. New York: Charles Scribner's Sons.

Shteiwi, Ali. (2002). Human Rights and Humanitarian Law Studies. Dirasat Journal, 1(5), 12-26.

The National Commission for Women’s Affairs. (2013). The second national report, the progress of Jordanian women towards prevention, protection, and empowerment 2012-2013. Amman, Jordan.

Thompson, Audrey. (2003). Caring in context: Four feminist theories on gender and education. Curriculum Inquiry 33(1) 9 – 65. doi:10.1111/1467-873X.t01-1-00249.

The International Islamic Committee for Women and Children. (2008). Family Charter in Islam. Amman: Al-Afaf Charitable Society.

United Nations. (1992). Charter of the United Nations, Preamble. 13 April 2020, United Nations: https://www.un.org/en/sections/un-charter/preamble/index.html

United Nations. (2020). United Nations. Sustainable development goals: https://www.un.org/sustainabledevelopment/sustainable-development-goals/

United Nations, Human Rights Council. (2012). Report of the special rapporteur on violence against women, its causes and consequence.

UN Women. Convention of the Elimination of All Forms of Discrimination against women. UN Women: https://www.un.org/womenwatch/daw/cedaw/text/econvention.htm.

WHO. (2012). The World Health Organization.