Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
37
Studi Interdisciplinari su Traduzione, Lingue e Culture
Il/la responsabile della Collana è il/la Direttore/rice del DIT, cui si af-
fianca un comitato scientifico internazionale che varia in relazione alle
tematiche trattate.
Literature, Gender
and Education for Children
and Young Adults
Littérature, genre,
éducation pour l’enfance
et la jeunesse
Edited by/Sous la direction de
Raffaella Baccolini, Roberta Pederzoli and Beatrice Spallaccia
www.buponline.com
email: info@buponline.com
ISSN: 2283-8910
ISBN: 978-88-6923-412-5
211 Contributors
Gender and Education: MeTRa
Centre’s Research and Activities1
1. Introduction
Since the late Eighties a growing number of publications addressing the
issues of gender, equality, and education have been published. To quote
just a few among the most relevant ones published in English and in
French, Baudelot and Establet (1992) state how the 20th has been the
century of women’s revolution in schools, Jacobs (1996) focuses on
gender specific trends in Higher Education and early theories that
sought to explain these differences, Duru-Bellat (2004) analyses the rela-
tionship between Gender in education and social roles, Skelton et al.
(2006) bring together leading scholars on gender and education to pro-
vide an up-to-date and broad-ranging guide to the field, while Buch-
1
Adele D’Arcangelo wrote sections 1 and 3 of this article, while Raffaella Tonin wrote
section 2. However, this work is to be considered as a full and reciprocal collaboration of
the two authors.
172 Gender and Education: MeTRa Centre’s Research and Activities
2
Within the ALMA Gender IRT, along with the MeTRa Centre whose activities will
be described in this article (see par. 2) a number of different experiences have been de-
veloped, such as the Centre for Gender and Education Studies (CGSE - Dept. of
Education Studies), dedicated to interdisciplinary research on gender and education
with specific attention to socio-dynamic aspects in a gender perspective; the GEMMA
– Erasmus Mundus Master’s Degree in Women’s and Gender Studies (Dept. of Lan-
guages, Literatures and Modern Cultures), an international programme, offering a
study plan on Women’s and Gender Studies and the PhD programme EDGES
(Dept. of Languages, Literatures and Modern Cultures), which, launched as a EU
LLP Project based on Women’s and Gender Studies, wishes to integrate different geo-
graphical, historical, and socio-political contexts, according to the experiences of the
six different member partners. An overview of gender studies in Bologna would not be
complete without mentioning the Associazione Orlando (Orlando Association) and
the Biblioteca Italiana delle Donne (Women’s Library in Italy).
Adele D’Arcangelo and Raffaella Tonin 175
3
Among the principal founders are Rachele Antonini, Raffaella Baccolini, Gloria
Bazzocchi, Adele D’Arcangelo, Chiara Elefante, Roberta Pederzoli, Raffaella Tonin, and
Ira Torresi.
Adele D’Arcangelo and Raffaella Tonin 177
4
The Buona Scuola art. 1 107/2015 Act for Equal Opportunities and against all forms
of violence and of discrimination was approved by the at-that-time Italian Government,
which also published National Guidelines to be distributed in schools of all orders on
the Italian territory. The Act was soon accused of bringing gender within Italian schools,
and the Ministry of Education had to send a newsletter stating that there was no such
aim in the new Buona Scuola Act which was meant to promote gender and ethnic equal-
ity in all Italian schools. The Act is still in force but education being one of the political
fields on which different parties and governments do claim battle, it is regularly pointed
out as one of the main school issues that need to be still discussed.
Adele D’Arcangelo and Raffaella Tonin 181
The second session held on the same day was organised in a workshop
activity lasting two hours and meant for all the 100 teachers who partici-
pated.5 Due to the high number of participants and to the need for an ac-
tive involvement during the collaborative workshop, the teachers were di-
vided into four sub-groups of 25 people, each one guided by two MeTRa
members. During the first part of the workshop, the MeTRa members
showed three different books available for preschool children, in which
gender roles were traditional. The participants were asked to analyse some
aspects of these books according to a work grid that was distributed to all
participants after having asked them to form small groups of about four
people (see Appendix). In particular, participants were asked to analyse
first verbal and then visual aspects according to elements such as the de-
scription of the protagonists of the books; their interaction in the story;
the setting; colours; and paratextual elements.
This same analysis was then proposed after showing two books that
were particularly sensitive to gender issues. A first discussion was then
encouraged at the end of this first activity in order to compare the analy-
sis of the different groups and to discuss how books can either reproduce
gender roles, reiterating them, or just not take them for granted.6 A sec-
ond activity of the workshop was meant to promote a discussion in
which teachers were asked to report on their own experiences in class
and to describe how children do/do not accept or conform to gender
roles describing their activities and preferences. Here again a work grid
was distributed in order to help the different groups in coordinating the
analysis, but teachers were obviously free to add elements or to report
5
Interestingly enough, there was only one male teacher in the whole group of 100, a re-
minder that teaching for preschool children, at least in Italy, is still considered a very
gender-based job.
6
Among a wide selection of children picture-books, we decided to propose some pas-
sages from the following ten texts chosen among the Italian literary production or as
translations. The first five, mainly based on stereotypes, were Milo ai giardini (Giandelli
1999), Il mio papà mi vuole bene! (2016), La mia mamma mi vuole bene! (2016), Polly e
la sua mamma (Casalis and Pisapia 2006), Storie della buonanotte (Cotogni 2016), whe-
reas the other five, offering positive models were Il bell’anatroccolo (Fierstein 2012), La
principessa e il drago (Munsch 2014), Nei panni di Zaff (Salvi and Cavallaro 2005), La
dichiarazione dei diritti delle femmine and La dichiarazione dei diritti dei maschi (Brami
and Billon-Spagnol 2015a; 2015b).
182 Gender and Education: MeTRa Centre’s Research and Activities
aspects that were not necessarily listed in the worksheet (see Appendix).7
During the final part of the workshop, participants were encouraged to
discuss if and how gender issues could be addressed with preschool chil-
dren, and how books could either state gender-based differences and
roles or show a different way in order not necessarily to conform to
them. The workshop ended with a reading of some passages from the
two picture books, La dichiarazione dei diritti delle femmine and La di-
chiarazione dei diritti dei maschi (The Declaration of girls’/boys’ rights),
translated in Italian from the French editions.8
3.1. Evaluation of the Educational Activities Promoted by MeTRa
The two authors of the present article did hold one of the workshops
described above and worked with one of the four groups of 25 teachers.
In this section, first we illustrate some considerations on our personal
experience during the workshop, and then we compare them with the
evaluation report on the educational activity elaborated by MeTRa rep-
resentatives together with representatives of the Pedagogical Office of
the Forlì Municipality.
Our group was particularly responsive as for the activities we asked
them to practice, and almost all participants showed their active in-
volvement during the discussion. However, a small group of about five
teachers decided to sit at the very back of the room, literally detached
from the main group, and never actually participated if not at the very
end of the workshop, when the discussion started reporting the difficul-
ties teachers have with some families when dealing with gender issues.
They were teachers for the 0-3 age-range and stated that for children
who attend nursery school these problems do not really exist. Even if
children who attend nursery schools are less inclined to distinguish their
activities and preferences according to gender roles, some families tend
to buy genderized clothes and toys. In addition, children are never al-
7
Both worksheets were elaborated as outlines to help coordinating the discussion but
teachers were asked to report any element or aspect they thought would add value to the
discussion.
8
La declaration des droits des filles and La declaration des droits des garçons were both writ-
ten by Elisabeth Brami and illustrated by Estelle Billon-Spagnol and published in 2014
with the support of Amnesty International.
Adele D’Arcangelo and Raffaella Tonin 183
fined and there are several people who do not seem to be particularly pre-
pared to assume such a crucial educational role.
Having said this, some among the most critical feedback reported to
the Pedagogical Office by the teachers were nonetheless related to the sub-
ject on which the activities were focused. Several teachers stated they al-
ready had enough knowledge on the issues of gender-based education,
while some expressively declared their firm opposition to approach these
questions for ideological reasons, strongly showing their hostility during
the workshops and during the feedback meeting. Although receiving a
general overview on theoretical aspects related to gender and literature in
education was generally considered as positive by participants, one aspect
that was deemed as critical by most teachers and that is worth of consid-
eration for possible future activities, was that participants felt there was
nonetheless a gap between the theoretical aspects addressed both during
the plenary session and the workshops and teachers’ experiences in class.
This aspect needs to be better focussed for possible new future collabora-
tion between MeTRa and the territory’s institutions and associations, es-
pecially in light of a particularly interesting evaluation given from teachers
who did not present personal prejudices towards the subject of gender.
Several among them stressed their difficulty in addressing these issues es-
pecially because including LGBTQ+ books in preschool children’s reading
activities often implies having to face families’ hostile attitude.
- Evaluation report: the point of view of the MeTRa members
According to the MeTRa members who participated in the workshops and
reported their considerations on the experience for a general evaluation of all
the parts involved, most of the teachers that showed their hostility towards
the training sessions stated that these activities were useless. Although they
said that they were already conversant with gender issues, many of these
teachers seemed to hold very stereotyped notions. Should this kind of
teacher’s training be proposed also for primary school teachers in the future,
the sessions on psychological and social aspects in the field would need to be
anticipated as a first step of the activities. This would facilitate the sharing of
opinions and stimulate discussion on how unconscious gender stereotypes
assimilated by teachers in their personal experience outside the school sphere
can act as negative forces in the class environment.
Adele D’Arcangelo and Raffaella Tonin 185
9
The note on “Informed consent for extra-curricular activities in schools” (issued on
22nd November 2018) has been welcomed with enthusiasm by all families’ associations
fighting against the so called “gender ideology” in schools. Most of these associations are
centred on strict Catholic rules that are also approved by the actual Ministry of Family
Affairs, Lorenzo Fontana.
10
One thing we noticed both during the plenary and during the workshops was that
teachers who showed their interest would take note of almost all the titles of books we
did present during the activities.
186 Gender and Education: MeTRa Centre’s Research and Activities
Appendix
Adele D’Arcangelo and Raffaella Tonin 187
188 Gender and Education: MeTRa Centre’s Research and Activities
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