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Gender

Gender. Inductive approach: what are the characteristics of the answers of boys and of girls? Deductive approach: what are gender-specific answers, and to what extent are they represented in our samples? How gender-specific is our REDCo-research question?. Gender.

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Gender

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  1. Gender Inductive approach: what are the characteristics of the answers of boys and of girls? Deductive approach: what are gender-specific answers, and to what extent are they represented in our samples? How gender-specific is our REDCo-research question?

  2. Gender Concept to structure relationship between men and women social construction historical determined situational specified subjective A total of structures, practices, meanings and experiences distinguishing womanliness from manliness. Most of the time manliness is evaluated as higher/better, resulting in unequal treatment; male dominance, privilege, superiority

  3. Images of manliness and womanliness Machismo * manliness: virile, strong, superior, dominant viriel * womanliness: passive, fragile and vulnerable, inferior Marianismo * manliness: sinful, childish, immature and puerile * womanliness: saintly and venerable, strong, superior in ethical behaviour

  4. Manliness and womanliness: * Gender is a cultural and discursive product (middle class culture is dominant in schools!) * Creation of meaning of gender by putting together cultural categories on an individual basis * Gendered meanings can be differently animated at different times * Differentiation and variation amongst men and women * A general/central feeling of inequality (differential value and power)

  5. Possible points of interest of gender difference, in relation to ‘dialogue and conflict’: Women aim at relationship care for the other (being needed) receive recognition from the other (dependency) feelings of guilt to ‘leave home’ (blurred boundaries) are expected to give in to others Men have more power, can express anger, take up more space and are catered to by women

  6. ‘I think people should be taught together as this will help each other to understand each others beliefs better. It will help them to solve arguments by discussing it among themselvers. This could reduce religious racism’ (UK sample, School C, 57) Yes they should be taught together so that viewpoints could be passed on respectably and openly (UK sample, School C, 54) Dutch sample: 17 girls/10 boys ‘pro’ integrated RE classes

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