Academic journal article Journal of Research in Gender Studies

The Importance and Necessity of Folklore Gender Studies. Introduction to the First Stages of Education and the Appropriate Teaching Models

Academic journal article Journal of Research in Gender Studies

The Importance and Necessity of Folklore Gender Studies. Introduction to the First Stages of Education and the Appropriate Teaching Models

Article excerpt


In recent decades there is an ongoing effort to develop and receive acknowledgement of gender research and teaching in the field of folklore studies. It must not be forgotten that for many years, fieldwork was done by men who were biased by the social defenses of their sex (Gasouka, 2006). The scientific prejudices of male researchers regarding the "by nature" female inferiority rendered women's worlds and their frames almost invisible in their research.1 Their references usually limited them to the role of the victim, while it seemed impossible to hear female voices, the word (Discourse) which not infrequently was articulated by women and understand the types and fields of female practice and forces. And of course they omitted the various ways in which both sexes are involved in the family, economic and demographic history. At the same time, men were unable to distinguish and interpret informal female power particularly through dowry and motherhood. Male scientists even overlooked phenomena of women domination, and even unintentionally, reproduced bad images, sexist stereotypes, etc., despite the fact that tradition itself, not infrequently, overthrows the accepted boundaries of femininity and masculinity in unexpected ways, so to be characterized as an early form of unconscious feminism.2

Folklore Studies and Gender

Adopting the analytical category of Gender has significantly contributed to the timeliness of modem folklore studies methodologies assessment.3 The concept of Gender4 as a cultural construct enabled female folklorists to understand that gender roles, and / or gender identities are themselves traditional forms of expressive communication. They constitute, i.e. social, aesthetic and other accomplishments, which places them in the center of folkloric interest. It is worth noting that groups characterized by Gender (as well as sexual orientation), are considered important folk groups, regarding their philosophy, habits, practices, ways of intragroup and extragroup communication, etc. The criticism from gender perspective towards folklore studies of the past is a critique of their Words (Discourse), which contemporizes and democratizes folklore research. In the gendered dimension of folklore which constitutes the intersection of folklore with the various feminist currents the notion of identifying differences no longer among the various grassroots groups (as and in the folk material) but in interior of these groups and their expressive categories prevails. It is obvious that the gender perspective in ethnographic studies contributes to the discovery and understanding of women's social position in defined cultural contexts, usually deeply patriarchal.

The Importance of Teaching Popular Culture in School

Modem folklore studies are particularly interested in the teaching of popular culture elements during nursery and primary education. According to this view, this knowledge is possible to contribute to the wider effort of critical integration in the new socioeconomic and cultural conditions (harmonization of national - global). Also note that the aspects of popular culture such as folk literature helps children learn important events of the past and understand the lifestyle of previous generations. Through this knowledge they acquire a kind of significant historical experience without the force of the official education curriculum. The folklorists, men and women, insist that there should be solicitousness for the design and establishment at both formal and informal educational programs concerning the teaching and study of folk culture appropriately and with particular emphasis on its respect, in the broadest sense, taking into account that not only a village and other manifestations of rural operators of the culture but also those created in urban areas with different social groups, professions, institutions, etc. This way a better understanding of cultural diversity and different views on the world, especially those that are invisible within the dominant culture, is promoted. …

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