Rapport aux savoirs numériques et sexuation disciplinaire. Étude des effets d’un enseignement non genré.
|Résumé de la thèse
On the political level, the current trend in public schools in French-speaking side of Switzerland is to integrate digital citizenship skills for the new K-12 study plan (CIIP, 2020). Faced with the complexity of digital environments, recent studies conclude that there is an urgent need to develop digital citizenship skills among students (Curran et Ribble, 2017).
In terms of gender, the Swiss labor market is not gender-neutral. These gender disparities can be seen in particular in the digital professions (Collet, 2019). This phenomenon is explained by the dichotomization of epistemological fields (Hurtig, 1998), which refers to the sexuation of representations and expectations related to knowledge (Marro, 2010).
Faced with this, the implementation of a non-gendered digital education in primary school is a decisive factor in opening new professional horizons for everyone. To test if a gender-free curriculum about digital citizenship can be influence, a gender-free material has been created, instructional design has been used, with a focus on gender-free characters, names…
The research questions are formulated as follows: Q1. How a gender training modify teachers' gendered perceptions and practices ? ; Q2. How implementing digital citizenship materials modify students' perceptions of digital environments ? ; Q3. How implementing non-gendered digital citizenship materials modify students' relationship to knowledge according to their gender ?
The ambition of these investigations is to identify the challenges of digital education from a gender perspective in order to moving this discipline towards greater equality.
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