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Title:Vloga šolskega svetovalnega delavca pri vprašanju enakosti spolov
Authors:Gracej, Andreja (Author)
Javornik Krečič, Marija (Mentor) More about this mentor... New window
Files:.pdf MAG_Gracej_Andreja_2019.pdf (2,49 MB)
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Vprašanje spolne neenakosti je danes predmet razprave skoraj na vseh področjih, tako v politiki, v zdravstvu, na samem delovnem mestu in nenazadnje tudi v šolah, kjer se pot do kariere šele začne. Ravno ta zgodnja faza je najbolj pomebna za razvoj posameznika, ki bo strpen do drugih in bo verjel v enakost in enakopravnost vseh. Če tega odnosa ne privzgojimo, lahko hitro zapademo v stereotipno obnašanje do spolov in v predsodke, kar vodi v neenakost med spoloma in prepričanje, da tako mora biti. Naloga svetovalnega delavca v šoli je, da na ta problem opozori, še preden se ta sploh pojavi in težave sprotno rešuje in obenem na to opozarja tudi ves pedagoški tim, s katerim sodeluje. Bolj kot se problema zavedamo, lažje ga tudi rešujemo in razlik med spoloma, ki so neutemeljene, vsaj v tem delu izobraževanja ne bo. Spoznali smo tudi, da je razlik med spoloma v zahodnem svetu čedalje manj, vendar moramo vseeno ostati „na preži”, da se zavedamo, kaj se dogaja drugod po svetu in ne živimo v milnem mehurčku prepričanja, da smo dosegli želeno. Z raziskavo, ki smo jo izvedli, smo sicer ugotovili, da je spolna neenakost tema, ki se svetovalnim delavcem zdi pomembna, a ji svoje pozornosti ne posvečajo toliko, kot jo posvečajo drugim temam, med drugim tudi zaradi tega, ker ti problemi prevladajo nad spolno neenakostjo, ki pa je na šolah večinoma ne opažajo. Prav tako ne opažajo spolnih stereotipov, če pa že, pa so to manjša dejanja, ki ne prevladujejo. Prav tako ne zaznavajo različnih obravnav glede na spol s strani šole ali pedagoških delavcev, sami pa ravnajo podobno v šolski svetovalni službi, kjer posameznike glede istega problema, obravnavajo enako ali se prilagodijo posebnostim vsakega učenca posebej, ne pa glede na spol. Podobno ravnajo, če se v šoli pojavi isti problem najprej pri dekletih in potem pri dečkih. V obeh primerih bi postopali enako ali bi se prilagodili težavi, ki se bi pojavila. Iz tega lahko sklepamo, da spolne neenakosti v osnovnih in srednjih šolah ni zaznati, svetovalni delavci v večini primerov vsakega posameznika obravnavajo enako in ne glede na spol, kar potrdi tudi teoretični del, kjer smo ugotovili, da je Slovenija ena izmed držav, kjer spolne neenakosti ni moč čutiti. Vsaj ne v izobraževanju.
Keywords:spolna neenakost, šolski svetovalni delavec, spolni stereotipi, predsodki, enakost, enakopravnost
Year of publishing:2019
Publisher:[A. Gracej]
Source:Maribor
UDC:37.091:316.647.82(043.2)
COBISS_ID:24381960 Link is opened in a new window
NUK URN:URN:SI:UM:DK:MUEIBONG
License:CC BY-NC-ND 4.0
This work is available under this license: Creative Commons Attribution Non-Commercial No Derivatives 4.0 International
Views:328
Downloads:75
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Categories:FF
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Secondary language

Language:English
Title:The role of a school counselor in the issue of gender equality
Abstract:Nowadays, the question of gender inequality is the subject of debate in almost every sphere; in politics, health care, at the workplace itself, as well as in schools where career paths begin. Precisely this early stage is the most important for the development of an individual, who is tolerant towards others and will believe in the equality of all. If we do not impart this attitude we can quickly fall into stereotypical behaviour towards gender, and into prejudices, which lead to inequality between different genders and the belief that it must be so. The task of a school counsellor is to indicate this problem before it even occurs, to solve the problems promptly, and at the same time, to warn the pedagogical team, with which they cooperate, of the problem. The more we are aware of the problem, the easier it is to solve, and at least in that part of the education, there will be no groundless inequalities. We have also realized that gender differences in the western world are lessening. However, we need to be watchful and aware of what is happening elsewhere in the world, and not to live in a belief that we have achieved the desired. The study, which we performed, discovered that gender inequality is a topic that the school counsellors consider important, but do not devote as much attention to it as they do to other topics, among other things, because these other problems prevail over gender inequality, which in most cases is not detected in schools. Additionally, school counsellors do not perceive gender stereotypes, but if they do, these are minor acts that do not prevail. They also do not detect different gender-based treatment by the school or pedagogical workers, and they act similarly in the school counselling service, where they treat all individuals equally or they adapt to the specificities of each student separately, but do not treat students according to their gender. They act similarly, if the same problem first occurs with girls and then with boys. In both cases, they would act in a like manner or adapt to the problem that occurred. We can conclude that gender inequalities in elementary and secondary schools are not detected. In most cases, school counsellors treat each individual in the same way and regardless of gender, which is confirmed by the theoretical part, in which we discovered that Slovenia is one of the countries, where gender inequality cannot be felt, at least not in education.
Keywords:gender inequality, school counsellor, gender stereotypes, prejudices, equality


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