Extract
[...] To see the difference between sex and gender, we can rely on the schema below: On this schema, we see that sex includes what is of the order of genes, hormones, etc., while gender includes preferences, social behaviors, rights, and privileges. Thus, considering the position of the feminine gender as a social creation implies considering it in the question of culture and interculturality. This is all the more true if we take the definition of culture that J. Castillon gives us. Indeed, J. Castillon defines culture through three main facts. The first are social facts, that is, the rules of interaction between individuals. [...]
[...] In most cultures, which are patriarchal, these rules of interaction depend on a hierarchy between genders. The second facts are ideological facts, what people belonging to the culture believe in. Thus, in each culture, there are beliefs about a hierarchy of genders based on religious beliefs, in particular. Finally, the third and last facts that J. Castillon considers as components of culture are aesthetic facts. Aesthetic facts are representation through art. Thus, in each culture, genders will be represented with features that these cultures consider as governing the gender. [...]
[...] We have therefore seen that the teaching of the position of women in France, or in another French-speaking country, according to geolocation, is very important in an intercultural approach, as it is a component of the founding culture. However, this subject can very quickly become a delicate subject. That's why it's essential to know your learners well to prevent a bad understanding of the subject. Accompanying the learners Women, not benefiting from the same rights, freedoms, and privileges as men, live a different experience of life. The reality of women is different from that of men, as they will find more obstacles on their path due to the discriminations and inequalities related to their gender. [...]
[...] The treatment gap between the two genders is well present and continues to deepen, leading to economic discrimination. - Educational Guidance: - Highlighting the possibilities, the openings of France: a woman can pursue the studies she wants, she will find her place in any field. - Deconstruct these fixed ideas that learners may have depending on where they come from. - But not forget the social injunctions always present in France, such as the fact that women are often directed towards a nurse position, while a man would prefer a doctor position. [...]
[...] It is with time that Woman has been able to find her place. Dates to be remembered include: - 1924 : Unification of programs for girls and boys. - 1938 : Women can enroll in university without the permission of their husband (abolition of civil incapacity). - 1989 : The law on education orientation recalls the mission of mixedness and equality of education. Schools 'contribute to promoting equality between men and women' Today, despite having access to education in France, certain stereotypes remain present in society. [...]
