The Drawbacks and Transcendency of Gender-neutral Education in China

DOI

10.2991/hsmet-19.2019.84How to use a DOI?

Keywords

Gender-neutral education, Gendered education, Gender-sensitive education, Gender bias, Gender equality

Abstract

International consensus on education issues attaches great importance on gender justice. Gender equality is the core of today’s concept of the pursuit of equality in education and the pursuit of gender equality in China has gone through over half a century. There are three typical types of education from gender perspective, namely, gender-neutral education, gendered education and gender-sensitive education. China has formed long-standing tradition of gender-neutral education, especially school education. At that certain history background, it has largely improved woman’s socioeconomic status but many problems have been exposed at a micro level. The aim, content and process of gender-neutral education ignore and distort the lives, experience and personality of woman. It has reinforced the stereotypes of two genders and set against the masculinity and femininity, which has negative impact on the road of both males and females to grow up into a full person. Gender-sensitive education is the main approach to remedy the gap of gender-neutral education. The basic standpoints and measures of gender-sensitive education include emphasizing the gender differences without being restricted, empowering woman and guiding males and females to be a full person with both excellent masculinity and femininity.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ziru Liu
PY  - 2019/07
DA  - 2019/07
TI  - The Drawbacks and Transcendency of Gender-neutral Education in China
BT  - Proceedings of the 4th International Conference on Humanities Science, Management and Education Technology (HSMET 2019)
PB  - Atlantis Press
SP  - 456
EP  - 462
SN  - 2352-5398
UR  - https://doi.org/10.2991/hsmet-19.2019.84
DO  - 10.2991/hsmet-19.2019.84
ID  - Liu2019/07
ER  -