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Gender equality matters: a precious “GEM” to tackle gender inequality through a whole-school community educational programme

Keating, Seline orcid logoORCID: 0000-0002-9804-3847 and Baker, Catherine orcid logoORCID: 0000-0003-3838-0937 (2023) Gender equality matters: a precious “GEM” to tackle gender inequality through a whole-school community educational programme. Educational Review . pp. 1-21. ISSN 0013-1911

Abstract
This paper analyses the efficacy of the Gender Equality Matters (GEM) educational programme in raising awareness, building confidence, and enhancing capacity levels among children to tackle gender stereotyping, gender-based bullying and gender-based violence (GBV). While many primary schools are open to engaging children in the aforementioned topics, current literature perceives the lack of age-appropriate classroom materials, curriculum overload, and specific training for both parents and teachers, as existing barriers. GEM is an EU-funded project, including over 2,500 participants across five partner countries (Ireland, Spain, Italy, The Netherlands, Greece). This paper focuses on the children who participated in this study in the Irish primary school context (aged 10–13 years old). Pre- and post-questionnaires, semi-structured focus groups, visual cues, and lesson evaluations were utilised to gain an insight into the effectiveness of the GEM programme on this target group (n = 693). Post participation findings indicate that pupils reported a better understanding of gender equality relevant terminology, and increased confidence levels were they to be a victim of, or witness to, gender stereotyping, gender-based bullying and GBV. Overall, the findings suggest a need for primary school education programmes on the above topics. Although there have been many efforts to promote gender equality, including legislative and policy changes, our findings highlight the positive and enduring role of whole-school community educational programmes, like GEM, to instil societal change, to inspire and empower at both national and global levels.
Metadata
Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:Sex/gender; primary/elementary years; children; curriculum; equality/inequality; inclusion/exclusion
Subjects:Social Sciences > Education
Social Sciences > Gender
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Human Development
Research Initiatives and Centres > Anti-Bullying Research Centre (ABC)
Publisher:Taylor & Francis
Official URL:https://doi.org/10.1080/00131911.2023.2224939
Copyright Information:© 2023 The Authors.
Funders:European Union under the Rights Equality and Citizenship Programme [grant no 810447]
ID Code:29394
Deposited On:12 Jan 2024 15:15 by Dylan Pidgeon . Last Modified 12 Jan 2024 15:15
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