Gender roles and equality through popular Asian drama series: critical interpretations and pedagogical implications

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2022-06-01 DOI:10.2478/jped-2022-0002

Chiew Hong Ng, Y. L. Cheung

引用次数: 0

Abstract

Abstract The paper draws on two drama series in Asia and demonstrates that studying issues related to gender roles and equality through popular historical Asian drama series is both challenging and fruitful. The present study not only illustrates the complexity involved in studying gender roles and gender equality, but also suggests several teaching pedagogies. Looking at gender roles and equality from a historical perspective and employing a comparative analysis of the past and present can help students assess whether gender roles and equality have remained the same or evolved in the Asian context. Critical literacy enables the broadening of perspectives when taking into consideration the gender roles adopted by the various characters to survive in the complex world. Critical literacy, pedagogies of affect as well as pedagogies of invitation and transformation can be utilized to examine how performing assigned gender roles can result in favouritism, which may in turn lead to atrocities. The implications of the study may be applicable to contexts outside Asia.

查看原文本刊更多论文

亚洲流行电视剧中的性别角色与平等:批判性解读与教育意义

摘要本文以两部亚洲电视剧为例，说明通过亚洲流行的历史电视剧来研究与性别角色和平等相关的问题是具有挑战性的，也是富有成效的。本研究不仅说明了性别角色与性别平等研究的复杂性，而且提出了几种教学方法。从历史的角度看待性别角色和平等，并对过去和现在进行比较分析，可以帮助学生评估性别角色和平等在亚洲背景下是保持不变还是有所发展。批判性素养可以拓宽视角，考虑各种角色在复杂世界中生存所采用的性别角色。批判性素养、情感教学法以及邀请和转变教学法可以用来研究执行指定的性别角色如何导致偏袒，这可能反过来导致暴行。这项研究的意义可能适用于亚洲以外的情况。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.