Universidad Nacional Autónoma de México

COLEGIO DE CIENCIAS Y HUMANIDADES

Laura ROMÁNLaura ROMÁNJesús NOLASCO Jesús NOLASCO

LucLucía MUÑOZía MUÑOZ

http://www.lafabricademedios.net/cecyteq/uncategorized/problemas-de-los-adolescentes-de-hoy/attachment/jovenes-hoy-4/

““In-school Citizen Training In-school Citizen Training from a Gender Perspective”from a Gender Perspective”

1. CONTEX1. CONTEX

However, when one considers violence from a more complex point of view, it is sounder not only to promote this, but to foster also in-school citizen training within a frame of human integrity. In this way, remedial and preventive aspects would be emphasized, violent relationships could decrease, and better ways of social coexistence could flourish.

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http://www.distintaslatitudes.net/wp-content/uploads/2011/09/violencia-72dpi.jpg

2. IN MEXICO GENDER VIOLENCE IS COMMONLY AND SOCIALLY ACCEPTED

In Mexican high schools teenagers get together and sometimes quarrel. But some of these fights are between boys and girls, and they can get violent, because they lack a gender perspective culture. Bullying, school harassment, and violence in dating relationships are very common.

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In Mexico, 46.1% of women aged 15 or more have suffered an act of violence coming from their partner. Four of every 10 women have been “humiliated, underestimated, locked up, watched over, and threatened with abandonment, with losing their home or children, with a weapon, with being killed, or with their partner’s suicide. The have also seen their belongings or their home things destroyed”.

And still in another survey, answered by 15 to 19 year-old students, 135,000 girls claimed having suffered some sort of molestation.

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3. PROMOTING A GENDER

PERPECTIVE CITIZEN

TRAINING

Gender perspective would give ethical orientation to the in-school citizen trainees’ conscious behaviour (teachers, students, parents, etc.). And citizen training would put to work new interactions under the gender perspective logic. This would enable all individuals concerned to practice citizenship and attain greater independence in their ability to judge, deliberate, and to have constructive conversations. This would enable them to change interpersonal relationships with the new intercultural, environmental, solidary, and egalitarian sensitivities achieved by the present society.

http://formacionparatodos.wikispaces.com/Una+ciudadan%C3%ADa+responsable,+comprometida,+informada+y+consciente+de+sus+derechos+y+deberes

Transversal themes are very attractive for high school teenagers, because they help them understand their context and identity. Besides, students must develop different studying schemes, all of which result in significant learning. Students feel more interested in learning about their society and in providing it their assistance as well.

http://blogs.periodistadigital.com/otro-mundo-es-posible.php/2013/11/18/p343543

In my country, gender perspective is a transversal theme. This concept emphasizes the importance of suppressing opportunities inequalities for women and men, i.e., suppressing human rights violation through violence, discrimination, exclusion, harassment, poverty, injustice, and so forth.

4. Strategies framework to promote this culture:

Fostering awareness of gender violence as ‘everybody’s’ problem.

Teachers of all subjects can encourage research with serious methods, and lead students to find out collective rules. Revealing results, enriching them with others’ opinions, and following up on them will be basic for new social constructs to enable equity and inclusion relationships. If in each curriculum subject the world complexity is shown, students will perceive that we are all responsible for human problems.

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•Shaping equity attitudes and setting up in-school coexistence and integration processes

•Encouraging women’s and men’s freedom of expression and internalisation of their dignitiy within a theoretical and practical frame to promote a more ethical and dignified rationality is essential. Actions to assess violence and undertake relevant intersectorial activities to cope with preventing and managing violence should be included favoring

•Developing role modelsAnd the institution’s responsible adults should introduce more

horizontal, collegiated, and participating innovations in their management, teaching, and work performance methods. Immanuel Wallerstein has said that structural changes must be globally thought and locally implemented.

•Linking school with neighborhoodsThis strategy seeks to

foster students’ participation in their community in legal, respectful terms, and with a sense of inclusion. Thinking on their own local environment must be encouraged. Students should have an academic link (research, analysis, and assessment) and a social one as well (social service, dissemination, and community work) with their own community. Parents’ participation is critical.

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At present, a new way of living school is strongly needed because the institutional crisis is basically favoring teaching conceptual and procedural aspects of social facts, disregarding attitudes which could result in hopeful change

Marcela Lagarde has said that a varied democratic humankind requires that we, men and women, become different from our ancestors, so that we can be recognized in diversity and live in generic democracy.

http://www.dgei.unam.mx/EQUIDAD-UNAM.jpg

But first and foremost, teachers must be persuaded that they can generate citizens solely through education

References Bauman, Zygmunt, Tiempos líquidos. Vivir en una época de incertidumbre, Tusquets Editores (Ensayo), México, 2013. Bourdieu, Pierre, La dominación masculina, Anagrama, Barcelona, 2000. Centro de Estudios para el Adelanto de las Mujeres y la Equidad de Género, “Análisis sobre la violencia escolar (bullying) desde la

perspectiva de género”, CEAMEG-Cámara de Diputados LXI Legislatura, México, 2011. http://www.ceameg.diputados.gob.mx consulted in August, 2014.

Encuesta Nacional sobre Intolerancia, Exclusión y Violencia en las escuelas públicas de Educación Media Superior, México, 2008. IMJUVE-IIJ/UNAM, Encuesta Nacional de Valores en Juventud 2012.

http://www.imjuventud.gob.mx/imgs/uploads/ENVAJ_2012.pdf, consulted in September 24, 2014. Impernón, Francisco (coord.), Cinco ciudadanías para una nueva educación, Graó, Barcelona, 2002. INEGI, Encuesta Nacional sobre la Dinámica de las Relaciones en los Hogares 2011 (ENDIREH).

file:///C:/Users/Jesus/Downloads/MTRA.%20ETERNOD_ENDIREH%202011_PRESENTACI%C3%93N.pdf Consulted in September 17, 2014.

Lagarde, Marcela, Género y feminismo. Desarrollo humano y democracia, Horas y Horas, Madrid, 1996. Morín, Edgar, Los siete saberes necesarios para la educación del futuro, Unesco, México, 1999. ________, Para una política de la civilización, Paidós, Barcelona, 2009. Organización de las Naciones Unidas (UN), Declaración sobre la Eliminación de la Violencia contra la Mujer (Declaration on the

Elimination of Violence against Women), 1994. Organización Mundial de la Salud (WHO), Informe mundial sobre la violencia y la salud (World Report on Violence and Health).

http://www.who.int/violence_injury_prevention/violence/world_report/es/summary_es.pdf Consulted in September 16, 2014. Poy Solano, Laura, "Por instinto, las agresiones contra mujeres, dicen alumnos de prepa". http://www.jornada.unam.mx/2008/11/12/index.php? section=sociedad&article=044n1soc Consulted in September 17, 2014. Real Academia Española’s electronic site: http://www.rae.es/ Touraine, Alain, Podremos vivir juntos, Fondo de Cultura Económica, Buenos Aires, 1997.