141 KB50 KB201120252017Kuhar, RomanZobec, Alešštevilka:2letnik:7str. 29-46COBISSID_HOST:11577161ISSN:1855-9719URN:URN:NBN:SI:doc-57AIKG9QenCEPS journaldružbaeducationEuropeEvropagender theoryideologyizobraževalni procesijavne šolepublic schoolsrazlike med spolomasexsocietyspolštudije spolovThe anti-gender movement in Europe and the educational process in public schools|Mass protests across Europe against marriage equality, reproductive rights, gender mainstreaming and sexual education have centralised in the past few years around so-called "gender theory". This theory is explained as a new threat to the "traditional family" and "natural masculinity and femininity", as it allegedly aims at cultural revolution: a post-binary gender world. Many of these debates (and concrete actions) are targeted at schools and the educational process. It is believed that "gender theory" is already being taught in schools, which will have detrimental consequences for pupils. Agents of the anti-gender movement claim that children are being sexualised and brainwashed by "gender theory". Taking this debate as the starting point, we first examine the roots of the term "gender theory" and point to its nature as an "empty signifier". We then analyse the types of anti-gender actions across Europe that interfere with the educational process in public schools. Finally, we consider the role of parents and their right to intervene (or not) in the educational process. On the basis of the existing rulings of the European Court of Human Rights, we argue that the provision that parents are entitled to educate their children in accordance with their religious and moral beliefs does not mean that teachers in schools should avoid issues that might "morally distress" pupils or their parents, as long as schools avoid indoctrination, and providing the topics (like any other topics) are conveyed in an objective, critical and pluralistic mannerMnožični protesti po Evropi proti istospolnim porokam, reproduktivnim pravicam, politiki gender mainstreaming in spolni vzgoji so se v zadnjih letih osrediščili okrog tako imenovane "teorije spola". Razumejo jo kot novo grožnjo "tradicionalni družini" ter "naravni moškosti in ženskosti", ker naj bi domnevno vodila v kulturno revolucijo - v postbinarni spolni svet. Veliko teh razprav (in konkretnih akcij) je usmerjenih v šolski prostor in izobraževalni proces. Akterke_ji teh protestov trdijo, da se "teorija spola" že poučuje v šolah, kar naj bi imelo škodljive posledice za učenke_ce. Prav tako trdijo, da "teorija spola" otroke v šolah seksualizira in jim pere možgane. Razpravo o "teoriji spola" v tem članku postavljamo v izhodišče naše razprave in najprej pokažemo na izvore tega termina, ki ga razumemo kot prazni označevalec. Nato analiziramo tipe intervencij akterk_jev tega gibanja v šolski prostor javnih šol v Evropi ter nazadnje razpravljamo o vlogi staršev in njihovi pravici, da posegajo (ali ne) v izobraževalni proces. Na osnovi obstoječih sodb Evropskega sodišča za človekove pravice trdimo, da pravica staršev, da svoje otroke vzgajajo skladno s svojimi verskimi in moralnimi prepričanji, ne pomeni, da naj se učiteljice_i v šolah izogibajo temam, ki bodo mogoče "moralno pretresle" učenke_ce ali njihove starše, dokler se šole pri obravnavi teh tem izogibajo indoktrinaciji in so te teme (ali katere koli druge) prikazane na objektiven, kritičen in pluralen načinTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Pedagoška fakulteta