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Policy: powerful or pointless? An exploration of the role of critical literacy in challenging and changing gender stereotypes

机译：政策：强大还是毫无意义？探索批判素养在挑战和改变性别定型观念中的作用

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摘要

The broad context for this article is the 1998 publication of the National Department of Education's (DoE) Gender Equity Task Team Report. Following its publication, the DoE established a Directorate for Gender Equity and each province set up a department to deal with gender issues headed by a gender focal person. Despite these efforts, it is clear that attitudes on the ground have not changed appreciably. Girls at school are often the targets of violence and aggressive behaviour by male learners and teachers. However, if it is possible to moderate or alter behaviour through a critical literacy intervention, then there is hope that learners can co-construct a new, just society in keeping with the spirit of the constitution. This paper reports on a classroom-based critical literacy intervention, the aim of which has been to explore attitudes and perceptions surrounding gender, and to question whether adolescents can be sensitised to gender power through critical literacy. According to its proponents, critical literacy is a way of looking at oral, visual and written texts and questioning the attitudes, values, and ideologies that lie beneath the surface. In doing this, social inequalities and injustices are revealed and the listener/reader/viewer may be empowered to challenge or even change the status quo, while at the same time improving their language facility. The findings of this research suggest, however, that despite a critical literacy intervention over the period of a year, and the provision of classroom material on the subject of gender and gender equity, stereotypical attitudes about gender roles did not change appreciably. There was, nevertheless, a raised awareness of gender equity issues, particularly among the female learners.
机译：本文的主要内容是1998年国家教育部（DoE）性别平等任务小组报告的发布。能源部发布后，成立了性别平等事务局，每个省都设立了一个部门，负责处理由性别问题协调员领导的性别问题。尽管做出了这些努力，但显然，当地的态度并没有明显改变。在校女生常常是男学习者和老师暴力和攻击行为的目标。但是，如果有可能通过批判性的扫盲干预来缓和或改变行为，则希望学习者能够按照宪法精神共同建设一个新的公正社会。本文报告了一种基于课堂的批判性扫盲干预措施，其目的是探索围绕性别的态度和观念，并质疑是否可以通过批判性扫盲使青少年对性别力量敏感。根据其支持者的观点，批判素养是一种查看口头，视觉和书面文本并质疑表面之下的态度，价值观和意识形态的方式。在这样做的过程中，社会不平等和不公正现象被暴露出来，听众/阅读者/观看者可以被授权挑战甚至改变现状，同时改善他们的语言能力。然而，这项研究的结果表明，尽管在一年中进行了严格的扫盲干预，并且提供了有关性别和性别平等的课堂材料，但关于性别角色的陈规定型观念并没有明显改变。但是，人们对性别平等问题的认识有所提高，特别是在女学习者中。

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  • 来源
    《Language Learning Journal》 |2009年第3期|305-321|共17页
  • 作者

    Elizabeth Ralfe;

  • 作者单位

    School of Language, Literacies, Media and Drama Education, Faculty of Education, University of KwaZulu-Natal, Private Bag X03, Ashwood, South Africa;

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  • 正文语种 eng
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