Oneof the most efficient methods in which dominant groups retain theirpower is by depriving the people they dominate the knowledge of theirhistory. For example, historically, women were forbidden to get aneducation. There were many laws since the 1600s that forbade women toenter colleges for example. In another way that women were deprivedhistorically in this country was not being able to vote. Throughouthistory, a number of women understood this as in Christine de Pizan.She was born in 1364 and died in 1430.
Shewas a writer and analyst of the medieval era who strongly challengedthe clerical stereotypes and misogyny that were prevalent in themale-dominated realm of the arts. De Pizan completed 41 pieces duringher thirty-year career. She earned her accolade as the firstprofessional woman writer in Europe. Her success stems from a widerange of rhetorical techniques and innovative writing that challengedwell-known male writers such as Jean de Meun critically, who, toPizan’s dismay, incorporated misogynist beliefs within theirliterary works. Women’s history enables us to comprehend thatgender itself is a social construction.
Inother words historically what we have seen that women`s genderidentities and men’s gender identities were absolute regardingdichotomous categories and that human beings created thesedichotomous categories. Moreover, these people were more likely to bemen. Men created these gender identities and gender roles. Sohistorians ask questions about how people construct meaning of theirhistorical experience, and how the difference between gender works toshape the structure of meaning. This is primarily on the printed wordbecause historians use archives to disseminate words, syntax, andtheir meanings so that they can have a historical experience of thepast. And not just the historical experience, but also thedifferences within the past experience that human beings functioned.
Whenwe look at gender, we see a pattern that is often constructed andinconsistent across time. The factors that men share with women andwhich separate them from other women have been so persistent andpowerful should not blind us to a major divergence in the historicalexperience of women and men. In other words, while it is true thatwomen and men did share interactions and commonalities, but therewere also separations in which they have been persistent andinfluential historically that we should not ever forget the pastbecause the past, the history, with respect to gender there was afundamental divergence.
Therewas a basic categorical difference that women and men experience, andthat in the end led to an abundance of inequalities and more inparticular on women`s experiences and equalities more so than men.The term feminism came into use in the United States around 1910, aperiod when women were engaged in the fight for suffrage as well as ahost of other reforms. This was a time when things could be veryviolent towards women who sought out this suffrage movement whichfundamentally means the right to vote. Furthermore, we need to keepin mind that one-half of the entire society was not able to vote andmany women argued way prior to the 19 teens for these reforms as wellas other reforms with respect to fundamental human rights.
Oneof the main things that can be noted regarding gender is the factthat both women and men are capable of doing great things. Such featsare not only portrayed in films and movies but also in real lifesituations. Women have now taken center stage in the politicalsphere, and they show distinct performance that can be equated totheir male counterparts. Furthermore, some states have seen theuprising of both male and female Presidents in their administrationand governance.
Secondly,participation and employment indicate that both men and women can bepart of the general workforce. As such, women are not confined tohousehold chores. Various sectors have benefitted from the indulgenceof both genders for instance in engineering, health, automotive,transport and industry among many others. The input of women can onlybe deemed as important as that of the men.
Conclusionsbased on Chapter one: Children and Gender by Barrie Thorne
Theauthor explicitly criticizes the model based on two worlds. He doesnot see it fit to use this approach in the study of sex segregation.This is primarily because it is founded on the assumption that boysand girls are different. On the contrary, Barrie conceptualizesgender and defines it as a system composed of relationships. Thissentiment is the answer to the question that in a particularsituation, how is gender modeled to become more or less prominent andpervaded with specific meanings. Apparently, desegregation by sex isa phenomenon that requires sufficient explanation. In learninginstitutions, gender segregation is practiced by both students andtutors. Despite this fact, both boys and girls do some thingstogether while at times they are apart. Four central cross-sexinteractions take place. These include border work that affirms thepresence of gender boundaries, interactions that are filled withheterosexual meanings and actions, cultures and themes, travelingacross boundaries to the space of another sex (for example tomboys)and relaxed cross-sex interactions such as the formation of groupsand neighborhood relations. The author says that “All forms ofborder work partake to varying degrees, in the frame or mode of play”(Duong, 2014).
Duong, C. (2014, July 30). Thorne, "Gender Play: Girls and Boys in School". Retrieved from Prezi: https://prezi.com/u4xyjlxpjiyd/thorne-gender-play-girls-and-boys-in-school/