Léim ar aghaidh chuig an bpríomhábhar
Gnáthamharc

Dáil Éireann díospóireacht -
Wednesday, 20 Apr 1988

Vol. 379 No. 7

Written Answers. - Sexism and Sex Sterotyping in Education.

63.

asked the Minister for Education if she has had any meeting since becoming Minister for Education with the publishers of educational books on the matter of sexism and sex stereotyping.

It is proposed to convene a meeting with the educational publishers to review the current situation. Only textbooks included by my Department on an approved list may be used for secular instruction in national schools. In 1984-85 agreement was reached with Irish publishers of textbooks on guidelines based on those of the International Reading Association for evaluating sex stereotyping in reading materials. Only textbooks which comply with these guidelines have been added to the approved list since for use in national schools.

In so far as second level education is concerned, the position is that my Department do not formally approve textbooks in any subject areas. In the area of languages certain literary works, however, are prescribed and most of these are repeated in rotation, generally in a three to four year cycle.

Officials of my Department meet representatives of the Irish Educational Publishers' Association (IEPA) on a regular basis to review progress in the areas of syllabus revision and curricular developments. Sexism and sex stereotyping form part of the agenda for these meetings. The IEPA have assured my Department of their full co-operation in eliminating gender bias from post-primary educational materials.

64.

asked the Minister for Education the specific courses which have been introduced at the pre-service level of teacher training at primary and post primary level in combating sexism and sex stereotyping in education and career guidance; the number of hours which are given to these courses or lectures; and if they form part of the certification process of these teachers.

In the colleges of education for primary teachers, attention is drawn to sexism and sex stereotyping in the methodology of the core subjects, especially in relation to school textbooks and ancillary reading material and students are made aware of classroom practices and attitudes which serve to maintain traditional barriers and prejudices. Because the topic is dealt with as an integral part of the various subjects it would not be feasible to provide details of the number of hours or lectures given to the theme.

The Deputy will be aware that, given the autonomous nature of the universities, it is primarily a matter for these institutions to determine the content of the courses which they offer to students who are pursuing third level studies. However, it is understood from the Higher Education Authority that while there are no formalised courses available aimed at combating sexism and sex stereotyping, nevertheless, the topic is included in the Higher Diploma in Education courses under various subject areas and there are many references to and treatments of gender imbalance in those courses.

With regard to Thomond College of Education, Limerick, the position is that the college have four four-year undergraduate post-primary teacher training courses. Each of the four courses has modules aimed at combating sexism and sex stereotyping in education.

With regard to the Colleges of Education of Home Economics the question of sexism and sex stereotyping is touched upon in various subject areas.

The 4th year programme in St. Angela's College of Education includes the module dealing with the position of women in society. Both the colleges are very aware of the problem of stereotyping and are anxious to attract male students to the course.

Barr
Roinn