Hvorfor kønsopdelt pædagogik? Om polariserende pædagogik som metode til at modvirke ulighed mellem kønnene belyst via Projekt Pigeklasse - Drengeklasse

• Main Author: Kruse, Anne Mette
• Format: Article in Journal/Newspaper
• Language: Danish
• Published: Dansk Psykologisk Forlag 2023
• Subjects: Rasmussen; lotte; ren
• Online Access: https://tidsskrift.dk/psyke/article/view/135477

In setting up »Project Girls' Class - Boys' Class«, an ongoing developmental project about gender equity, the teachers, a woman Lotte Rasmussen and a man Erik Wittrup have mixed their two classes and segregated the girls and the boys for longer or shorterperiods or fora whcile term in certain subjects thus giving them space and tutoring on their own terms - so to speak. It started in 1987 /88, when the pupils were ten to eleven years old. Here for the first time they were segregated for two months. The involved girls have developed self-confidence and love to be in their girls' -only setting whereas it is the teachers (not all the involved boys themselves) that find that the boys' class can provide important learning experiences for boys in raising their awareness ofvaluesand attitudes - both among the boys themselves and in relating to the girls. I have observed and leamt about the amazing empowering effects this and other similar projects have had - especially on girls - but also on a number of boys involved. No other pedagogical strategywith the aim of countering gender inequity has in my eyes had such impact on the participants, teachers, pupils as well as others, whom the participants relate to. Pigeklasse - Drengeklasse er et ligestillingprojekt ved Borgeskovskolen i Nyborg iværksat af lærerne Lotte Rasmussen og Erik Wittrup. De to lærere har fra tid til anden igennem de seneste fire år blandet deres klasser og i perioder delt dem i en ren pigeklasse og en ren drengeklasse. Projektet startede i skoleåret 1987 /88. Da var pigerne og drengene adskilt i to måneder. Siden har de været kønsopdelt i bestemte fag eller hvis et særligt tema begrundede det. Pigerne, især, har udviklet selvtillid og har nydt deres pigeklasseforløb. Også mange af drengene har haft glæde af deres drengeklasse, men det er lærerne i højere grad end drengene selv, der mener at drengene har haft et stort udbytte af forløbet: Drengene har lært at åbne op, de har fået højnet deres bevidsthed om holdninger og adfærd i forhold til det at ...