Sooline võrdõiguslikkus huvihariduses Türi valla näitel
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Kuupäev
2012
Kättesaadav alates
ainult raamatukogus, only in library
Autorid
Säde, Karmen
Ajakirja pealkiri
Ajakirja ISSN
Köite pealkiri
Kirjastaja
Abstrakt
Käesoleva diplomitööga uuriti huviharidusringe Türi vallas. Uuringu käigus vaadati, milliseid
huviringe viiakse läbi, kui palju inimesi nendest osa võtab ja milline on sooline jagunemine
huviringides. Autor valis Türi valla, sest on ise sealt pärit ning seal elades võttis aktiivselt osa
erinevatest huviringidest. Selle aja jooksul sai selgeks, et inimesed on väga stereotüüpsed oma
valikutes ning on kindlad arusaamad huvialadest, millega sobib tegeleda meestel ja millega naistel.
Autori sooviks oli näha, kas inimesed on muutunud julgemaks oma valikutes.
Diplomitöö eesmärgiks oli saada ülevaade Türi valla huviharidusmaastikust ning näha, kuidas
jagunevad ressursid meeste ja naiste vahel.
Töös on kasutatud 26 kirjanduslikku allikat, millest 6 on võõrkeelsed. Autori poolt on koostatud 10
joonist ja 2 tabelit. Lisana 1 on lisatud ringijuhte küsitlemiseks koostatud ankeet.
Antud uurimuses küsitletakse Türi vallas tegutsevate huviringide juhte ning andmeid koguti 2011
aasta märtsi ja aprilli kuus.
Töö koosneb kahest osast: teoreetlisest ja empiirlisest. Teoreetilises osas on antud ülevaade
soorollidest ja stereotüüpidest, millised on soolise võrdõiguslikkuse õiguslikud alused ja kuidas
jaotavad vaba aega meesterahvad ja naisterahvad.
Empiirilises osas tutvustatakse Türi valda. Vaadeldakse, kuidas on huvihariduses osalemine Türi
valla elanike seas sooliselt jaotunud ning kui stereotüüpsed on inimeste valikud huviringide osas.
Veel vaadeldakse ka kuidas jagunevad ajalised ja rahalised ressursid meeste ja naiste vahel.
Analüüsimiseks kasutatakse 3R meetodit. Seda on võimalik kasutada igas Eesti vallas või asulas,
mis tahes eluvaldkonnas, soolise võrdõiguslikkuse uurimiseks. Meetodi esimeses etapis kogutakse
andmed, mille põhjal saadakse teada sooline osakaal ehk statistika. Selleks, et näha täpsemalt
soolist erinevus, uuritakse teises etapis, kuidas jagunevad ressursid meeste ja naiste vahel. See
annab täpsema ülevaate tegelikust olukorrast. Kolmandas etapis vastandatakse statistilised
tulemused ja 3R meetodi kahe esimese etapi analüüsimisel saadud tulemused ning tehakse vajalikke
muudatusi (4R).
Türi valla huviringides osaleb kaks korda vähem mehi kui naisi. Terve valla elanikest on
huvihariduses hõivatud alla 10%. Ringijuhid suudavad meestele kulutada kolmandiku võtrra vähem
aega kui naistele. Rahalise ressursi jaotus on kultuuri- ja rahvamajades ning Türi Noortekeskuses
küllaltki ühtlane, välja arvatud Kabala Rahvamajas, kus ei võta ringidest osa ükski meesterahvas.
Seal saavad kogu rahalise ressursi ning juhendajate tähelepanu naised.
Järeldus:
1) Meestele tuleb luua huviringe, mis on suunatud just meesterahvastele ning suurendaks nii
nende hõivatust huvihariduses.
2) Tuleks teha ka teavitustööd, et vähendada stereotüüpide süvenemist ning jõuda lõpuks ka
nende murdmiseni.
3) Koolides võiks läbi viia õpitubasid.
There are a lot of attitudes toward gender and stereotypes in Estonian society. The being of a social gender is not defined properly and it is identified as biological gender, using that as a justification for inequality in society between men and women. The aim of this paper was to see how stereotypical are the choices that young people make and how resources have been divided between men and women. Instructors of different hobbies in Türi vald were questioned and the answers were processed with 3R method. It contains of 3R: 1) Representation- the first part of the analysis is a quantitative mapping of the way in which men and women are represented in the municipality. In this part of the analysis the positions held by women and men are investigated. A quite concrete question must therefore be asked: How many women and how many men? 2) Resources – the next part of the analysis is a quantitative mapping of the way in witch municipal resources (time, money, space) are distributed and utilised. In this part of the analysis the questions must be asked: How are the resources divided between men and women? 3) Reality-the last part of this method is qualitative where the focus is on culture. The objective of this part of the analysis is to provide an explanation of the problems that emerged during the first part of the analysis. The study revealed that men are not as occupied with hobbies as women. Instructors spend 30 per cent less time on men than they do on women. Money is is spent fairly evenly between men and women. But the choices that people make are still very stereotypical. The author suggests: 1) to do more workshops for children, so they could see what different hobbies are about; 2) to create more activities that are more appealing to men, so men would participate more; 3) Türi vald to communicate more with people in order to change the common stereotypes between men and women; 4) there should also be a survey conducted to see which hobbies people want to know more about or to do.
There are a lot of attitudes toward gender and stereotypes in Estonian society. The being of a social gender is not defined properly and it is identified as biological gender, using that as a justification for inequality in society between men and women. The aim of this paper was to see how stereotypical are the choices that young people make and how resources have been divided between men and women. Instructors of different hobbies in Türi vald were questioned and the answers were processed with 3R method. It contains of 3R: 1) Representation- the first part of the analysis is a quantitative mapping of the way in which men and women are represented in the municipality. In this part of the analysis the positions held by women and men are investigated. A quite concrete question must therefore be asked: How many women and how many men? 2) Resources – the next part of the analysis is a quantitative mapping of the way in witch municipal resources (time, money, space) are distributed and utilised. In this part of the analysis the questions must be asked: How are the resources divided between men and women? 3) Reality-the last part of this method is qualitative where the focus is on culture. The objective of this part of the analysis is to provide an explanation of the problems that emerged during the first part of the analysis. The study revealed that men are not as occupied with hobbies as women. Instructors spend 30 per cent less time on men than they do on women. Money is is spent fairly evenly between men and women. But the choices that people make are still very stereotypical. The author suggests: 1) to do more workshops for children, so they could see what different hobbies are about; 2) to create more activities that are more appealing to men, so men would participate more; 3) Türi vald to communicate more with people in order to change the common stereotypes between men and women; 4) there should also be a survey conducted to see which hobbies people want to know more about or to do.
Kirjeldus
Märksõnad
sooline võrdõiguslikkus, huviharidus, huviringid, bakalaureusetööd