Comparison of Gender Equality in Children Education Policy and Classroom Between Norway and China
- DOI
- 10.2991/assehr.k.210806.043How to use a DOI?
- Keywords
- Gender equality, Children education, education policy, classroom
- Abstract
Gender equality is a necessary condition for social justice and it is an important topic in the field of contemporary social sciences. Childhood is a critical period for shaping gender awareness. This article focuses on gender equality in children’s education and compares the gender equality in children’s education policies and classrooms in Norway and China. This study uses a quantitative research method to collect information on gender equality in Chinese children’s education through questionnaires, and compares with the situation in Norway by combining education policies. Both countries have policies on providing gender equality programs dedicated to reducing discrimination and bullying. The difference is that China pays more attention to the balance of male and female teachers, while Norway has higher achievements in gender equality in pedagogy and sex education. In terms of classroom conditions, teachers in both countries encourage the communication and interaction between male and female students in cooperative learning, but when faced with gender prejudice in school education, teachers from Norway pay more attention to reducing gender gaps compared with Chinese teachers.
- Copyright
- © 2021, 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/).
Cite this article
TY - CONF AU - Fangjichen Tie AU - Hang Zhang AU - Shuhang Chen AU - Shuo Liang PY - 2021 DA - 2021/08/09 TI - Comparison of Gender Equality in Children Education Policy and Classroom Between Norway and China BT - Proceedings of the 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021) PB - Atlantis Press SP - 222 EP - 230 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210806.043 DO - 10.2991/assehr.k.210806.043 ID - Tie2021 ER -