Are you interested in completing your MEd in Home Economics? University of British Columbia would like to invite Ontario Home Economics educators to an information session for their MEd in Home Economics Education program, beginning September 2015 and offered entirely online.
Thursday, January 15
4:00-5:30 p.m. (Pacific Time)
OHEA (Ontario Home Economics Association) has opened registration for their 2015 Conference, "Get Real! Real Food - Real Conversations - Real Life" being held at the Allstream Center on Saturday March 28, 2015. For information go to http://www.ohea.on.ca/conference.html
Resource for Gender Studies (HSG3M)
"Like a Girl" (3:19)
This is a fantastic resource that could be used in many Family Studies and Social Science & Humanities courses, particularly the new Gender Studies course (HSG3M). In the new curriculum the following lesson incorporates many of the overall expectations in the "Foundations" section including:
· B1. The Social Construction of Gender: demonstrate an understanding of how attitudes, behaviours, roles, and norms relating to gender are socially constructed, and of the complexity of gender as a concept and as a lived experience;
· B2. Power Relations, Sex, and Gender: analyse sexism and the dynamics of power relations with respect to sex and gender in a variety of contexts;
· B3. Representations of Gender: analyse representations of women and men in media, popular culture, and the arts, and assess the effects of these representations.
One of the many ways that a lesson could be built around this resource is outlined below.
1. Students could be asked to respond to a prompt such as "Being raised 'like a girl' means…" or "When someone says you ____ like a girl, it means…". This could be done as a group discussion, however it would be more powerful to have each student analyze their own thoughts/beliefs about what it means to be a girl independently- as in a journal response or a personal word wall or graphic organizer.
2. Watch the video clip https://www.youtube.com/watch?v=XjJQBjWYDTs&;noredirect=1 (3:19)
3. Discuss gender roles and societal expectations and how these expectations are internalized. At this point, the teacher could ask them to write a new definition of what it means to be a girl/female or they could create another word blast but this time as a group. They could each come up and write a word on the SmartBoard (or whatever is available) or the teacher could give each student a sticky note to write their contribution on.
4. As a class project, create a display (in a display case, or maybe even if administration would let the class paint a mural or do some window painting, hang mobiles in the hallways, etc) about what it shouldmean to be a girl (an empowerment display case).
5. This could easily be extended (and should be) to another lesson on gender roles and expectations of males in western society. A resource that could be used as a jumping point for this side of the coin could be an upcoming documentary called "The Mask You Live In" being developed by the same company that produced "Missrepresentation". Details can be found at http://therepresentationproject.org/films/the-mask-you-live-in/. The class display activity could be done again for what it means to be a man/male or the "display activity" could be done after both genders have been examined and redefined.
Submitted by: Krista Thompson, OFSHEEA Treasurer