Contenu du sommaire : Éduquer en Asie

‪Different forms of schooling i.e. single-sex or co-educational have been discussed in educational academia from the perspective of its impact on gender equality. The debate revolves around the question: which form of schooling (single- or co-educational) will be effective on combating prevalent gender stereotypes. With the contradictory evidences, this paradoxical discussion remains inconclusive. Based on a comparative analysis of two co-educational schools, the present paper aims to analyze the co-educational schooling and its relation with gender equality. The paper attempts to contribute to the debate by arguing that any policy (co-education schooling here) is largely mediated by socio-cultural and traditional context of the institution. By drawing linkages between socio-cultural aspects and schooling practices, it endeavors to analyze parental concerns, role of school as an agency and interface with culture and tradition, and its impact on peer behavior. With the help of qualitative data collected through semi-structured interview of stakeholders, school officials, community leaders and focus group discussions (FGD) with students, the paper argues that provision of co-educational schooling solely cannot influence gender dynamics as school being a social institution is largely influenced by its socio-cultural settings. In spite of being co-educational, different school practices and gender dynamics in both the schools reflect that considerable factors remain accountable for accomplishment of education policies. ‪

‪In the Spiti region, Tibetan Buddhism is followed as in the rest of the Tibetan cultural sphere. But while there are several monasteries for men, some very old (10th and 11th centuries), monasteries for women were missing until the end of 1980s; only a few hermitages were inhabited by nuns and this only temporarily. The following article will trace the recent development of convents in Spiti and its cultural and religious implications. Four new convents were founded and a fifth is planned currently. They cover the entire territory. Some are related to existing monasteries for men, but others are independent foundations at the initiative of some local nuns, supported by the population, the Indian government and foreign donors. Since the settling of the Tibetan diaspora in India and the religious revival that ensued, many monks from Spiti and, more recently, nuns have joined the monasteries founded by Tibetan exiles. The latter have subsequently sought to establish their own convents at home, thus contributing to a boom of female monasticism in Spiti.‪

‪An education system exposes individuals to a process of socialization through which they internalize by means of teaching and educational contents which values are considered socially appropriate. This process includes teachers' attitudes and expectations about pupils, when they focus on a particular category of students, as well as peer group interactions. Our research questions gender bias that may occur in theclassroom during teacher-student interactions in public primary schools in Shanghai. In particular, the aim of this article is to observe how gender stereotypes are acting during these interactions. In order to analyze these processes, our research compared eight primary schools in Shanghai, selected according to the gaps between social and geographical backgrounds and the reputation of teaching within each school.‪

‪This article gives an account of the “moral economy” shared by Cambodian farmers regarding the subject of education, by highlighting on one hand the importance that the parents place on filial debt and on respect for the hierarchy of the ages, and on the other hand the educational prudence which they show with regard to children's sociability. Secondly, the article historicises this moral economy by studying the institutional and the informal forms of education of the village children during the 20‪‪th‪ century, with particular attention paid at gender differences. As a third point, the text deals more particularly with the issue of state schooling, which is being imposed with more and more application in the educational lives of the children in rural Cambodia. Finally, this study bears witness to a contemporary weakening of the relation of deference between the generations where the context is one of the international promotion of the consumer society, of a salaried working class of young single people, of democratic educational and children's empowerment global values. This article aims firstly at giving a “general view” of the Khmer peasant educational system, but it also examines the meaning which the notion of filial debt is acquiring in a differentiated manner according to gender in contemporary, rural Cambodia.‪

‪This article is aiming at showing how gender roles are structuring the plays of children in Japanese primary schools. Based upon a fieldwork conducted in different classes from September 2013 to June 2014, it draws a micro geography of some specific spaces. The goal of this article would be to draw a precise description of the gendered games, depending on how gender is performed, stereotyped or challenged. Gendered interactions during the games clearly change with the age of the children. As for the first grades (from 1‪‪st‪ to 3‪‪rd‪‪ year, age of 6 to 8), girls and boys are most of the time together, whereas the upper grades (from 4‪‪th ‪to 6‪‪th‪‪ year, age of 9 to 12) tend to form to distinct block, girls and boys separated. Mixed games appear to be a space where girls and boys interactions can be avoided or desired. Mixed plays is a space where interactions between girls and boys can be avoided or desired. These relationships in the classroom are an enlightening element to understand those who weave themselves in the playground. This article also challenges the western configuration of playground, where football ground is obviously a male dominated space.‪