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Aufsatz (Zeitschrift) zugänglich unter
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Originaltitel: 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
Autoren: ;
Originalveröffentlichung: CEPS Journal 7 (2017) 2, S. 29-46
Dokument:
Lizenz des Dokumentes: Lizenz-Logo 
Schlagwörter (Deutsch): Gender; Schulsystem; Bildungsprozess; Gleichstellung; Gegenöffentlichkeit; Geschlechterfrage; Theorie; Ideologie; Sexualerziehung; Protest; Elternrecht; Curriculum; Homosexualität; Öffentliche Schule; Europa
Pädagogische Teildisziplin: Schulpädagogik; Frauen- und Geschlechterforschung in der Erziehungswissenschaft
Dokumentart: Aufsatz (Zeitschrift)
ISSN: 2232-2647
Sprache: Englisch
Erscheinungsjahr:
Begutachtungsstatus: Peer-Review
Abstract (Englisch): 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.)
weitere Beiträge dieser Zeitschrift: CEPS Journal Jahr: 2017
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Eintrag erfolgte am: 04.07.2017
Empfohlene Zitierung: Kuhar, Roman; Zobec, Aleš: The anti-gender movement in Europe and the educational process in public schools - In: CEPS Journal 7 (2017) 2, S. 29-46 - URN: urn:nbn:de:0111-pedocs-145948