Plan on the topic gender social sex. Presentation on the topic "gender differences." What does the concept "gender" mean?

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What does the concept "gender" mean?

• “Gender” is “not the physical differences between men and women, but the socially constructed characteristics of masculinity and femininity.” "Social expectations regarding behavior seen as appropriate for men and women" (Anthony Giddens)
• Our gender is the behavior and roles we learn as women and men (to be/actualize as a man or woman in a particular society)!!!Social/constructed.

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Sex and gender

• Gender (social, cultural, psychological characteristics of the positions of women and men)
• Gender (physical, physiological, biological differences between men and women).
• “The distinction between sex and gender is fundamental, since many differences between women and men are due to reasons that are not biological in nature.
• The traditional division of roles into “male” and “female”, which is considered to be “natural”, determined by natural inclinations, is the result of a certain type of socialization, upbringing, and training.

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Patriarchy

• What is patriarchy? (dominance of men over women).
• The man is given over to the outside world, culture, creativity, claims to dominance (the subject of power relations).
• A woman has a home, but also in a home she is a subordinate creature (an object of his power).
• What is emancipation? Autonomous action of the subject aimed at his own liberation.
• The principle of complementarity, the principle of interchangeability.

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When and how does the issue of women's rights arise?

• About human rights, about the equality of all people before the law, changes begin in views on the purpose of women, in the assessment of their role in society, and finally, in their status, which in the traditional order rests on their function as continuers of the family.
• Women won three groups of rights - political (civil, bourgeois revolutions), socio-economic (industrial revolution), reproductive rights (cultural revolution).

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What is feminism? (philosophy or ideology of women's equality)

• The idea of ​​civil equality of women and men was called "feminism".
• "Declaration of the Rights of Woman and Citizen".
• “Society of Revolutionary Republican Women” - a movement for extending the right to vote to women, that is, the right to vote and be elected to power structures - suffragism (from the English suffrage - voting).

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Marxists and the "women's question"

• Friedrich Engels "The Origin of the Family, Private Property and the State" Karl Marx
• (The position of female wage workers is a class position - the proletarian class; the destruction of any forms of exploitation and oppression is the common goal of proletarians and women)

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Gender equality: concept and categories

• Gender equality/sex equality (egalitarianism) assumes that women and men should have equal shares in social power and equal access to public resources.
• Power (political, economic, cultural-symbolic)/resources of production/reproduction, distribution, control.

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Gender equality: concepts and stages of development

• Equality and equal rights of women and men
• Equality of rights, differences and opportunities for women and men
• Equality of rights, differences, opportunities, results, self-worth and self-identification of women and men

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Gender policy in modern Kyrgyzstan: legal framework

• International obligations
• 1995, Beijing - Fourth World Conference on Women. Joining the Beijing Platform for Action
• 1996 – ratification of the Convention on the Elimination of All Forms of Discrimination against Women

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• National Action Plan for the Advancement of Women (1999)
• Decree of the President of the Kyrgyz Republic “On further improvement of personnel policies to attract women leaders to public administration.” 2002
• Law on the Fundamentals of State Guarantees for Gender Equality (2003)
• Law on social and legal protection from domestic violence (2003)
• Decree of the President of the Kyrgyz Republic “On measures to improve gender policy” 2006

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Practice of gender policy implementation

The practice of implementing gender policy: women and men among candidates and deputies at the parliamentary level.

Who are the candidates and candidates?

Women with higher education, average age 45-55 years:

• heads of government agencies
• business leaders
• leaders of NGOs and media,

Men with higher and secondary education/age characteristics - young men under 35 years of age:

• business leaders
• temporarily unemployed/unemployed
• heads of government agencies.

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Practice of gender policy implementation: repertoire of women's political activity during the 2004-2005 election campaign.

• More than 50% of agitators in both women's and men's election campaigns
• Heads of campaign headquarters of male candidates
• 50% of members of election commissions and local independent observers
• Activists/leaders of popular resistance

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• the discrepancy between what was declared at all levels, including the “high” policy towards women, and the real situation in which women candidates found themselves.
• the discrepancy between the need to carry the expected image of a “pure” woman and the rational need to use “dirty”, “unfeminine” methods of campaigning.

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Women and elections: trapped by double standards

• discrepancy between the behavior of male opponents and those cultural patterns that are usually attributed to men and expected from women
• the discrepancy between the strength of public expectations from female candidates to follow the images of the “impeccable mother” and the demeaning attitude on the part of society and the state towards the traditional private and family spheres of “female” influence, as secondary and “petty”

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Gender concept in Kyrgyzstan: violations of meaning formation

• Ethnonationalism and the “remnants” of Soviet political traditions instead of citizenship
• Family ties instead of professionalism
• “Gender politics” as a platform for taming and using women's resources
• Focus of women's NGOs on the social sphere instead of political participation/formation of subjectivity
• Women's practices of “terrible perfection” and subordination instead of deconstructing the patriarchal system of power relations

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What to take into account?: signs of the socio-cultural context in the region:

• social incompetence of the population
• managerial incompetence of elites
• destruction of the urban cultural layer and ruralization/archaization of social relations
• strengthening of patriarchal values ​​and patriarchal way of life
• influence of religious ideologies
• information space: myth-making, destruction of measure

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Convention on the Elimination of All Forms of Discrimination against Women, adopted by the UN in 1979.

• include the principle of equality of men and women in the Constitution and other legislative acts and strive for its practical implementation;
• if necessary, use special sanctions prohibiting discrimination against women;
• take measures to change existing laws, customs, and practices that appear to be discriminatory against women;
• ensure equal rights for men and women to enjoy all economic, social, cultural, civil, and political rights.

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Already at 3 years old, children confidently identify themselves as male or female, which is called gender identification. During this time, children begin to notice that men and women try to look different, engage in different activities, and be interested in different things.

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But it also happens)

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In my opinion, the most interesting aspects of this issue are the limitations imposed by traditional female and male roles

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Limitations of the female role

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One of the significant limitations imposed by the traditional female role in our time is that the working woman continues to bear the burden of household chores and responsibility for children. Compared to their wives, black men do 40% of the housework, white men do 34%, and Hispanic men do 36%. A working woman does on average 69% of housework. The increase in the proportion of time women devote to work led to only a slight reduction in their household responsibilities, and the amount of time they spent caring for children remained completely unchanged.

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In work, women are usually of lower status than men. Most of the most prestigious professions in our society are literally occupied. There is ample evidence of women's lower power in their organizations compared to men. This occurs in part because male gender stereotypes include more qualities that are considered necessary for gaining and maintaining power. Therefore, men seem more suited to leadership roles. Women trying to advance their careers sometimes face a phenomenon called a “glass ceiling.” This metaphor expresses the fact that in some organizations there is an invisible ceiling beyond which women cannot advance. Common stereotypes that suggest that men are much better leaders than women are partly responsible for the existence of the glass ceiling.

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Limitations of the male gender role

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The structure of a man's role norms consists of three factors. The first relates to the expectation that men gain status and the respect of others (the status norm). The second factor, norm of toughness, reflects the expectation from a man of mental, emotional and physical toughness. The third factor is the expectation that men should avoid stereotypically feminine activities and activities (the antifemininity norm).

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Of course, everything changes over time. More and more women are working in male-dominated jobs, and the wage gap between men and women is narrowing. Men do slightly more housework, and many spend more time with their children than their fathers did. However, it is clear that we still have a very long way to go.

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Text content of presentation slides: Imagine that we accidentally heard two people arguing on public transport. A representative of the older generation spoke very negatively about the market economy. He gave examples of the impoverishment of the population, exorbitantly high prices, and uncertainty about the future. His words sounded bitter about the change in the moral character of people who only think about money... He was objected to by a young man who argued that only the market can satisfy human needs and that the future of the country lies in a market economy. Which of them is right? Who would you support in this debate? Or maybe you have a different opinion on this matter? These are the questions that will be discussed in our lesson. Lesson No. 10. Lesson topic: “Market” Goals and objectives: Explain the concepts of “market”, “trade”, “money”, “banks”, “market price”, “contribution”. Find out the role and importance of the market in the development of the economy; show with examples how trade helps production, and money serves people; get acquainted with the history of the emergence of banks, discuss their role in the development of the economy. Continue learning to do comparative analysis, solve problems, participate in discussions, evaluate events and phenomena from different points of view. During the lesson, try to express your attitude towards capital and think about the relationship between material and moral interests in the field of market relations. Plan for studying new material: 1. What is a market?2. Money in the economy.3. Banks in the economy. Introduction to New Material Until recently, we did not have a market economy. How did production develop? Why did our state have to switch to a market economy? What are the pros and cons of such a step? Let's discuss these questions in our lesson. 1. Market Today we quite often hear this concept “market”. When did it appear? What were the first markets like? What do they look like today? Let's summarize the reasoning... Thus, the market is a system of economic relations associated with the exchange of goods and services between sellers and buyers. The market is a meeting place between sellers and buyers, where their interests collide and bargaining occurs. The subject of dispute between them is the price. What does it depend on? The market price is determined by the quantity of goods produced by the demand for goods produced i.e. desire and ability to purchase goods. We analyze the diagram. A market economy has a number of features: Based on private ownership. Based on the initiative, freedom and entrepreneurship of the producer. Prices for goods and services are determined depending on supply and demand in the market. Planning and forecasting are advisory in nature only. The manufacturer himself bears responsibility for the results of production activities. ȁǀࠀǿȁࠀȿ? Home ਂЈ ?????????? shĠɀ͠ҀІਂЈྟྡྦшĠɀ͠ҀІਂЈྟྡྦшĠɀ͠ҀdਂЈྟྡྦшĠɀ͠ҀІ ਂЈ Home ɀ͠ҀdਂЈ

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