leSovversive Within the group, was born on the shared desire to create useful tools in the areas of education and training sectors in which we live also professionally, what chance to build a culture of non-sexist.
is why our attention and our efforts have turned, both personally and in years with either the synergy of the group, preparing bibliographies for children and adolescents who want to encourage reflection on the socially imposed gender models.
We have already activated with various connections in Italy to promote the dissemination and use and we think it important to receive again. These texts suggest
bibliographies of fiction for children and adolescents (from kindergarten to upper secondary school degree) who propose figures of young actors and players free from traditional stereotypes of women and men and deal also forms calibrated than the age of the subjects of homosexuality and lesbianism.
They are addressed to all persons who, aware of the negative stereotypes or not, are interested in developing freely in the attitudes and personal identities evoke the themes of sexual orientation and prejudice associated with it.
The presentation of figures and stories that offer alternatives to those roles usually performed, accompanied with critical tools, girls and boys, girls and boys, but also working for the interpretation of reality and creates several possibilities selection and identification.
Listening to stories, such as reading stories and novels, urges the imagination and allows you to get in touch deep con gli argomenti trattati e con i personaggi, che diventano intermediari dei nostri sentimenti.
Questo consente di guardare diversamente il mondo, sentendo vicinanza e non paura verso persone che vivono situazioni per noi nuove e di trovare nelle vicende delle altre e degli altri riferimenti importanti anche per la propria esperienza.
La bibliografie per l'infanzia (IDENTITA' DI GENERE) è uno strumento utile per le persone che vivono o lavorano con bambine e bambini e che si interessano della loro formazione, mentre la bibliografia per l'adolescenza (IDENTITA' DI GENERE, OMOSESSUALITA' E LESBISMO) e' agilmente fruibile in modo autonomo anche dalle e dagli adolescenti stessi che la possono utilizzare come sostegno nel loro percorso.
reasoned choice
- SIZE: we decided to create a flexible, user-friendly and attractive graphics. The choice was a simple A4 page to print double-sided and fold into 4 parts. A bibliography manageable and easy to fit in the pocket of his jeans.
- TITLES: The choice of books, hence the definition of the format, was divided on the criterion of availability possible by purchase or in the case of the classics, through loan librarian. We have also paid attention to new publications on the issues.
- CATEGORIES: in the legend shows the age group corresponding to the school education more alto. Siccome sappiamo che la lettura ha un forte potere evocativo riteniamo che sia i libri illustrati generalmente indicati per la prima infanzia sia i racconti semplici siano consigli di lettura per tutte e tutti.
- ALTRI LINK: sul retro delle bibliografie riportiamo sia contatti web utili legati all’educazione alla diversità (presi per lo più dal lavoro "Orientarsi nella diversità" prodotto con il contributo del Programma d'Azione di lotta alle discriminazioni dell' UE) sia contatti di associazioni nazionali che si occupano di genitorialità omosessuale e lesbica.
UN’ESPERIENZA DI UTILIZZO DELLE BIBLIOGRAFIE
Una componente del gruppo curatore ha utilizzato la bibliografia for children at a time educational training within the 2008/2009 school year at the kindergarten where she works.
trovatasi source to a situation of exclusion in the class group and depended on the belief that such exclusion from the influence of gender stereotypes, the teacher chose to read to the group of girls and children aged 5 (kindergarten) the following texts:
- save the princess! Nicola Cinquetti, Silvia Vignale
LAPIS, 2008
- The Shoes of the Jaffa Manuela Salvi, Francesca Cavallaro
Fatatrac, 2005
Following the reading of the work was developed during the workshop design, listening to the children's ideas about girls and games suitable for males and females (ie those sentences: "I do not play football are a female and I can not"; "I put on my apron are females who are cleaning ").
The teacher, sensing this topic important and significant, he said in the initial direction with further information.
the question "How do you know what things and what makes a boy a girl?" Responses were more frequent in the group: "The mother says," I see the TV boys have gormiti.
attention to the topic lasted throughout the school year activities daily with the girls and children.
teachers in these and other factors have encouraged a more careful reflection and awareness in their choice of readings, an integral phase of training. As a result many other texts have been introduced with the protagonists free from traditional stereotypes of male and female, to be used as starting points for new jobs.
This is just an example of experience in the field.
For further information we recommend reading the document produced by the group FLAT (feminist and lesbian too) GUIDE sexist stereotypes in the registers at http://flat.noblogs.org/post/2008/01/28/tavolo-5 .
Elena Giannini Belotti in the text "From the girls," says well that "the thing to do ... is to return to every individual that comes the opportunity 'to develop in a way that is most convenient, regardless of gender to which it belongs."
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