MODUL 4

Modul 4 Einführung: Lernen aus dem Kontext heraus

 

Beschreibung

Die Teilnahme an Bildungsmaßnahmen dient nicht nur dazu, Wissen und Fähigkeiten zu erwerben, sondern auch um eine bewusste Einstellung zum eigenen Leben zu entwickeln. Dies gilt insbesondere für ältere weibliche Lernende, die durch entsprechende Bildungsprogramme lernen können, sich gegen vorherrschende und verunglimpfende Stereotypen über Geschlecht und Alter zu wehren und selbstbewusster in ihrer Rolle als ältere Frau in der Gesellschaft zu werden. Ältere Frauen nehmen oftmals an Bildungsmaßnahmen teil, um ihren persönlichen Bedürfnissen gerecht zu werden und einen Einfluss auf ihre Beziehungen zu haben (Partner, Familie, lokale Gemeinschaft usw.). Zu wissen, warum und was ältere Frauen lernen wollen, ist eine Grundvoraussetzung für die Entwicklung eines Bildungsprogramms für sie und eine Chance durch Bildung gesellschaftliche Veränderungen anzustoßen.

 

Lernziele: 

  • Wissen

Die Teilnehmer*innen haben Einblick in die Erwachsenenbildung für ältere Menschen.

Sie können die soziale und engagementfördernde Bedeutung der geschlechtsspezifischen Bildung für ältere Menschen erkennen.

 

  • Fähigkeiten

Die Teilnehmer*innen können das Lernverhalten und die Bedürfnisse älterer Lernender analysieren.

Sie können effektiv mit älteren Lernenden im Allgemeinen und älteren weiblichen Lernenden im Besonderen kommunizieren.

 

  • Kompetenzen

Die Teilnehmer*innen sind in der Lage, die Bedürfnisse, Wünsche und Ziele älterer Frauen zu erkennen und zu verstehen, wie diese in Lernmaterialien berücksichtigt werden können und wie man geeignete Methoden für die Durchführung eines Bildungsprogramms für diese Zielgruppe auswählt.

Sie sind in der Lage, das Erfahrungswissen der Lernenden mit dem disziplinären Wissen über das Alter, ältere Frauen und ihre Probleme zu verknüpfen.

 

Dauer

2,5 Stunden (60 Minuten Präsenz + 45 Minuten online + 45 Minuten online)

Analyse der Bedürfnisse, Wünsche und Ziele

 

Dauer:

60 Minuten

 

Lernziele:

Die Lernenden werden sich der Stärken und Schwächen älterer Lernender bewusst und verstehen, dass es sich bei angenommenen Defiziten auch um Ziele für persönliches Wachstum handeln kann. Es soll ein Verständnis dafür entwickelt werden, dass Lernende danach streben ihr persönliches Potenzial auszuschöpfen und sich von äußeren Zwängen zu befreien.

 

Methode:

Präsenzunterricht

 

Inhalt:

Vorbereitung:

Eisbrecher “Wann haben Sie sich das letzte Mal unsichtbar oder gedemütigt gefühlt?” (Variation: “Lasst uns für 3 Minuten unsichtbar werden!”) (Aktivität 1)

 

Kursarbeit:

Übung: “Etiketten” (Aktivität 2)

Diskussion über den Inhalt des Moduls.

 

Reflexion:

Die Lernenden sollen in der Lage sein, zu begründen, wie die Etiketten ihnen im Alltag helfen und welche anderen Eigenschaften sie für sich selbst als Ziele für die persönliche Entwicklung annehmen wollen.

Ermittlung von genderspezifischen Bildungsthemen

 

Dauer: 

60 Minuten

 

Lernziele:

Die Teilnehmer*innen sind in der Lage, geschlechtsspezifische Themen, die relevant für  ältere Lernende im sozialen Alltag, im Arbeitsumfeld und im kulturellen Umfeld sind, zu erkennen und in ein Bildungsprogramm zu integrieren.

 

Methode:

Online-Einheit (Zoom)

 

Inhalt:

Vorbereitung:

Eisbrecher “Geschlechterwechsel über Nacht” (Aktivität 1) 

 

Kursarbeit:

Gezielte Diskussion über Geschlechterrollen auf der Grundlage der Grafik “10 Beispiele für schädliche traditionelle Geschlechterrollen”. Die Teilnehmer*innen sollten auch selbst Beispiele für Geschlechterrollen nennen. Achten Sie darauf, dass die Begriffe “Geschlechterdiskriminierung” und “Gleichstellung” vorher definiert und erklärt werden (Aktivität 2).

 

Reflexion:

Am Ende der Diskussion werden die Lernenden gebeten, sich vorzustellen, wie eine Welt aussehen würde, in der Männer und Frauen gleichberechtigt sind (sie können sie zeichnen oder ein Gedicht darüber schreiben usw.).

Wie Sie aus Ihren Erkenntnissen ein Bildungsprogramm entwickeln

 

Dauer:

45 Minuten

 

Lernziele:

Die Lernenden sind mit Methoden des kollaborativen und transformativen Lernens vertraut und können diese anwenden.

 

Methode:

Online-Einheit (Zoom) 

 

Inhalt:

Vorbereitung:

Eisbrecher: “Nennen Sie einige außergewöhnliche Frauen aus der Geschichte”  (Aktivität 1)

 

Kursarbeit:

Übung in der Arbeitsgruppe: “Das Beste für die Ewigkeit aufbewahren” (Aktivität 2)

Übung zu Zeitbanken (Aktivität 3)

 

Reflexion:

“Welche Idee hat Sie inspiriert?” (Aktivität 4)

 

Selbsteinschätzung

Gerda Taro
1910 - 1937

Pioneer of war photography
Gerda Taro, nee Gerta Pohorylle, was born in Stuttgart and educated in Leipzig, Germany. As she is from a Jewish family, she flees from the Nazis to Paris in 1933. There she lives a bohemian lifestyle with her friend Ruth Cerf and eventually meets Endre Ernő Friedmann, better known today as Robert Capa. Together, they start documenting the Spanish Civil War in 1935, after Gerda had invented their alter egos in order to better sell Endre's and her own pictures. Inspired by their own political convictions, they only take pictures of the the fight of the republican troops against the rebellious franquist troops. Both of them try to be as close to the action as possible - a goal which eventually led to Gerda's death. Despite the fact that her pictures only cover 1 year of the war, her pictures are those that went around the world. Together with Robert Capa and with David Seymour, she developed modern war photography as we know it today during this short period of time. Since she officially was Capa's agent and he sold many of her pictures as his own, it took until the 2000s until people began to recognize her as an artist in her own right rather than only his partner: In 2007, the so-called Mexican Suitcase was found in Mexico City, a suitcase containing thousands of negatives believed lost by Capa, Taro and Seymour. Since then, many photographs originally attributed to Capa are known to have been taken by Gerda. However, during her short life, Taro was well known and when she was killed in 1937 by a tank, - she was only 26 - thousands of people attended her funeral in Paris. The funeral procession, led by Pablo Neruda and Louis Aragon, became a demonstration against fascism.

Marie-Claire Chevalier
1955 - 2022

The one whose trial for illegal abortion changed the law against abortion in France
In 1971, Marie-Claire Chevalier was 16 years old when she became pregnant after being raped by a boy two years older than her in high school. The young woman asked her mother to help her have an abortion. The mother turned to an underground doctor, but her daughter suffered a hemorrhage that forced her to the hospital. Her rapist, arrested for stealing a car, decides to turn her in against his own freedom. She is directly accused, as are four other women, including her mother, because in 1971 the voluntary termination of a pregnancy was illegal in France and punishable by six months to two years in prison. She was then convicted at the Bobigny trial and all were defended by lawyer Gisèle Halimi. Gisèle Halimi made of this trial and of Marie-Claire Chevalier a political symbol for the right to abortion. The case will forever mark French history and symbolize real progress for women's rights. Extremely mediatized, the trial closely followed by many personalities ends on a brilliant victory. Three years later this judgement, things started to move. This event contributed to the adoption of the Veil law and the legalization of abortion in France in 1975.

Having suffered greatly from this trial, she attempted suicide. Then, she chose to return to anonymity by changing her name. At her death, she received tributes from the President of the Republic, Emmanuel Macron and feminist associations.

Maria Lejárraga
1874 – 1974

She was writing and her husband harvesting the glory, fame and money!
Writer, feminist, deputy, polyglot and socialist who opposed to the death penalty and legal prostitution. She advocated for education, work and equal rights for women in Spain. A very open-minded and visionary woman who had to pay a high price imposed by her gender.

María Lejárraga comes from the region of La Rioja from an economically stable middle class family. She was able to receive good education and became a teacher. During her teaching career she discovered her passion for writing. She was very talented and ready to share her ideas and stories with the world. But, that´s where she bumped into a big obstacle. At the beginning of the XX century being a female writer was seen as immoral work, especially for an educator. If she had risked meeting her goals, she could have lost her teaching job. She found a solution to this problem in her marriage by publishing her works under her husband's name. So, she was writing and waiting at home and he was the one receiving praise and applause at the premiers of the plays. Before dying, her husband confirmed the rumours circulating in theatre circles that she was the true author of his works.
continue reading

Maria Lejárraga
1874 – 1974

She was writing and her husband harvesting the glory, fame and money!
Writer, feminist, deputy, polyglot and socialist who opposed to the death penalty and legal prostitution. She advocated for education, work and equal rights for women in Spain. A very open-minded and visionary woman who had to pay a high price imposed by her gender.

María Lejárraga comes from the region of La Rioja from an economically stable middle class family. She was able to receive good education and became a teacher. During her teaching career she discovered her passion for writing. She was very talented and ready to share her ideas and stories with the world. But, that´s where she bumped into a big obstacle. At the beginning of the XX century being a female writer was seen as immoral work, especially for an educator. If she had risked meeting her goals, she could have lost her teaching job. She found a solution to this problem in her marriage by publishing her works under her husband's name. So, she was writing and waiting at home and he was the one receiving praise and applause at the premiers of the plays. Before dying, her husband confirmed the rumours circulating in theatre circles that she was the true author of his works.
continue reading

Maria Lejárraga
1874 – 1974

She was writing and her husband harvesting the glory, fame and money!
Writer, feminist, deputy, polyglot and socialist who opposed to the death penalty and legal prostitution. She advocated for education, work and equal rights for women in Spain. A very open-minded and visionary woman who had to pay a high price imposed by her gender.

María Lejárraga comes from the region of La Rioja from an economically stable middle class family. She was able to receive good education and became a teacher. During her teaching career she discovered her passion for writing. She was very...
continue reading