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Master Thesis

Stéréotypes de genre et égalité filles-garçons en CM1 : faire évoluer les représentations

Abstract : This study is part of a research in civic education. It focuses on the teaching of gender equality for fourth graders and how their stereotypes might change. How is it possible to rectify pupil’s preconceived ideas without being dogmatic or calling into question their personal beliefs? Studying this school subject’s history and its didactics as well as children’s development theories shows how relevant it is for the pupils of that age to think about equality. This should not be done only with traditional frontal teaching. To have those gender stereotypes evolve, they must first be expressed and then questioned, such as their consequences in terms of discriminations. This pedagogical experiment relies on a progressive set of philosophical debates. Therefore, links between differences, prejudices, sexual discriminations, rights, and inequality are created. The use of children literature as a cultural mediation gives good results, since the story takes priority over personal experience and embodies sex inequality. Meanwhile, cooperative learning was successfully employed to involve the pupils. They became personally committed to promote women and men’s equality. Even if improvable, the results finally confirm the primary hypothesis and show a real change in pupils’ ideas and behaviors.
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Master Thesis
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Submitted on : Monday, January 22, 2018 - 11:23:10 AM
Last modification on : Tuesday, May 11, 2021 - 11:36:26 AM
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  • HAL Id : dumas-01655968, version 1



Anaëlle Viard-Crétat. Stéréotypes de genre et égalité filles-garçons en CM1 : faire évoluer les représentations. Education. 2017. ⟨dumas-01655968⟩



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