If the school takes more into account the issue of gender inequality, special education on housework remains a question on invisibilis?e. Now it is a dimension undoubtedly important both in the analysis of the school-boys' underachievement and understanding of social inequalities of gender and class. ---- The boys, all social classes, drop out of school more often and are less successful at least to the ferry than girls. In addition, it is the boys of the lower classes, especially immigrants, who often suffer the most requested non-vocational courses to short orientation. It is possible to correlate these to the fact that boys read less than girls, and reading, especially novels, is considered a socially feminine activity. But academic success seems correlated with semantic memory and therefore in a "literacy" (reading comprehension), an area where girls significantly outperformed boys.
For their part, the girls, at least in France, have a level mathematics as measured on average lower than that of boys. But mathematics is the key to selecting the most elite courses. Moreover, even in mathematics and equal to that of boys sciences, girls feel less legitimate to turn to the science stream, so then to scientific preparatory classes. They are thus highly underrepresented in engineering schools.
Girls, regardless of their social background, experience a paradoxical academic success insofar as their best academic success does not guarantee professional success better than boys: employment discrimination, lower pay and slower career progress....
At home, they continue to take on more work related to child-rearing and household chores.
Masculinist vs. Feminists
The explanatory analysis sur?chec school boys, even more than those from the lower classes, is the subject of controversy. It is possible to distinguish three types of explanations. First, masculinist theories: the greatest underachievement of boys is attributed primarily to the feminization of the teaching staff. Women are also over-represented both in the primary and secondary levels. Some countries are going to design campaigns to attract male teachers. However, one may ask whether the goal should not consist rather to upgrade the social position of women in particular in the eyes of their male students!
Second type of explanation, those that can be described as pseudo-feminists: the least successful of the boys would be related to biological immaturity compared to girls. Explanation curious because he had to carry a genetic mutation in less than a century old boys - very young sent in professional learning - could be considered socially and men at fourteen. Finally, feminist explanations: low educational achievement of boys must be sought in the gendered differentiated education. Girls receive more behavioral injunctions home from their parents. They take more responsibility for household chores. In adolescence, they spend more time visiting their families, only to go out with friends, their outputs are monitored. Here perhaps elements that could illuminate the fact that over 80% of school sanctions for indiscipline affect boys. Thus, there has-he may be a correlation to be made between domestic work and school work.
In the school system
Going back to the anarchist educational theories, which gave way to a fundamental challenge to the school of social division of labor. It was a necessary condition to fight social inequality. This was in particular to address the social division between manual and intellectual: it was reflected in the emphasis on manual labor school.
In continuation of such a project, it is essential to consider the role of the division of domestic labor in the reproduction of educational and social inequalities of class and gender. Against this, the school could have the function coeducation housework.
Indeed, an early form of contempt for manual labor is probably the male contempt for housework. Also, how to challenge the gendered division of labor in the domestic sphere, if this is invisibilis?e in practice by the school.
Two examples taken from free schooling
With the demand for equality of curricula for boys and girls, cooking classes and sewing have fallen into disuse. Yet is it so absurd that it raised the question again? Two examples may help to think not.
The Finnish education system is internationally regarded as a model. Finland is a country whose educational system reproduces some social inequalities of class and gender. Academic performance on international assessments are excellent. But it is interesting that from primary school all students have hours of manual labor each week. In college, they have access to hours of domestic economy.
In France, education in household tasks as a condition of autonomy is discussed in the experimental schools. This is the case of the experimental high school in Saint Nazaire: "Students and members of the educational team (MEE) manage the school in shifts. Management is divided into several areas such as maintenance, secretarial, kitchen, cafeteria (Kasbah) and documentation " (from the presentation of the high school).
So think about domestic education in the school system is to focus on: academic achievement differential between boys and girls, the reproduction of unequal gendered division of domestic labor, the issue of contempt for labor Manual and in particular maintenance tasks, and finally see these activities as a condition of individual autonomy and collective self.
Irene (AL 78)
For their part, the girls, at least in France, have a level mathematics as measured on average lower than that of boys. But mathematics is the key to selecting the most elite courses. Moreover, even in mathematics and equal to that of boys sciences, girls feel less legitimate to turn to the science stream, so then to scientific preparatory classes. They are thus highly underrepresented in engineering schools.
Girls, regardless of their social background, experience a paradoxical academic success insofar as their best academic success does not guarantee professional success better than boys: employment discrimination, lower pay and slower career progress....
At home, they continue to take on more work related to child-rearing and household chores.
Masculinist vs. Feminists
The explanatory analysis sur?chec school boys, even more than those from the lower classes, is the subject of controversy. It is possible to distinguish three types of explanations. First, masculinist theories: the greatest underachievement of boys is attributed primarily to the feminization of the teaching staff. Women are also over-represented both in the primary and secondary levels. Some countries are going to design campaigns to attract male teachers. However, one may ask whether the goal should not consist rather to upgrade the social position of women in particular in the eyes of their male students!
Second type of explanation, those that can be described as pseudo-feminists: the least successful of the boys would be related to biological immaturity compared to girls. Explanation curious because he had to carry a genetic mutation in less than a century old boys - very young sent in professional learning - could be considered socially and men at fourteen. Finally, feminist explanations: low educational achievement of boys must be sought in the gendered differentiated education. Girls receive more behavioral injunctions home from their parents. They take more responsibility for household chores. In adolescence, they spend more time visiting their families, only to go out with friends, their outputs are monitored. Here perhaps elements that could illuminate the fact that over 80% of school sanctions for indiscipline affect boys. Thus, there has-he may be a correlation to be made between domestic work and school work.
In the school system
Going back to the anarchist educational theories, which gave way to a fundamental challenge to the school of social division of labor. It was a necessary condition to fight social inequality. This was in particular to address the social division between manual and intellectual: it was reflected in the emphasis on manual labor school.
In continuation of such a project, it is essential to consider the role of the division of domestic labor in the reproduction of educational and social inequalities of class and gender. Against this, the school could have the function coeducation housework.
Indeed, an early form of contempt for manual labor is probably the male contempt for housework. Also, how to challenge the gendered division of labor in the domestic sphere, if this is invisibilis?e in practice by the school.
Two examples taken from free schooling
With the demand for equality of curricula for boys and girls, cooking classes and sewing have fallen into disuse. Yet is it so absurd that it raised the question again? Two examples may help to think not.
The Finnish education system is internationally regarded as a model. Finland is a country whose educational system reproduces some social inequalities of class and gender. Academic performance on international assessments are excellent. But it is interesting that from primary school all students have hours of manual labor each week. In college, they have access to hours of domestic economy.
In France, education in household tasks as a condition of autonomy is discussed in the experimental schools. This is the case of the experimental high school in Saint Nazaire: "Students and members of the educational team (MEE) manage the school in shifts. Management is divided into several areas such as maintenance, secretarial, kitchen, cafeteria (Kasbah) and documentation " (from the presentation of the high school).
So think about domestic education in the school system is to focus on: academic achievement differential between boys and girls, the reproduction of unequal gendered division of domestic labor, the issue of contempt for labor Manual and in particular maintenance tasks, and finally see these activities as a condition of individual autonomy and collective self.
Irene (AL 78)
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