Informal education for boys only? The theme of gender in the work of Jaroslav Foglar

Q3 Social Sciences Journal of Pedagogy Pub Date : 2023-12-01 DOI:10.2478/jped-2023-0011

Ivo Jirásek, Richard Macků, Jiří Němec, Lucie Jarkovská

引用次数: 0

Abstract

Abstract The paper deals with the work of the Czech children’s author Jaroslav Foglar from a gender perspective, reflecting on two themes in particular: the absence of heroines; and his understanding of boys’ reciprocity and friendship with the adoration of physicality. The impetus for this analysis was data from a questionnaire survey, the aim of which was to determine which aspects of Jaroslav Foglar’s work are most appreciated by readers and which they think apply to real life. The quantitative analysis of the data (n=1174) did not reveal any statistically significant differences in the men’s and women’s responses; however, the qualitative analysis of the open-ended statements is illustrative of the underrepresentation of girls among literary heroes. The diverse ways in which Foglar’s work captures friendships between boys allow even today’s readers to expand their perceptions of masculinity beyond traditionally defined boundaries.

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只为男孩提供非正规教育？雅罗斯拉夫-福格拉尔作品中的性别主题

摘要本文从性别角度论述了捷克儿童文学作家雅罗斯拉夫-福格拉尔的作品，尤其对两个主题进行了反思：女主人公的缺失；以及他对男孩的互惠和友谊与身体崇拜的理解。这一分析的动力来自于一项问卷调查的数据，其目的是确定读者最欣赏雅罗斯拉夫-福格拉尔作品的哪些方面，以及他们认为哪些方面适用于现实生活。对数据（n=1174）的定量分析没有发现男女回答在统计上有任何显著差异；然而，对开放式陈述的定性分析说明了文学英雄中女孩的代表性不足。福格拉尔的作品以不同的方式捕捉了男孩之间的友谊，即使是今天的读者也可以将他们对男性的认识扩展到传统定义的界限之外。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.