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Foreword quality of girls’ education
Director of Early Childhood EducaƟ on Development through access, provision
Directorate General of Early Childhood and Community EducaƟ on of community-based
Ministry of EducaƟ on and Culture ECE Centers, early-year
Republic of Indonesia gender mainstreaming,
parenting and teacher
A high quality education for children before they turn fi ve training.
yields signifi cant long-term benefi ts. There are evidences The Directorate of ECED
that affect children’s development in the fi rst years of life. develops a series of
Family poverty is an important mediator of the infl uence Guidebook for Improving Ella YulaelawaƟ
We hope you make use of this book as well as of community resources and children’s innate abilities. Girls’ Education and Early Year-Gender Mainstreaming,
Increased access to early childhood education (ECE) which aims to improve access and quality of girl’s education
possible. In all parts of the book, we provide services can have positive effects on the development and early-year gender mainstreaming. The guidebooks
a variety of suggestions and explanations of outcomes and girls’ education, even in the short run. include: i. Pocket Book: Gender Mainstreaming in Education,
activities for parents and teachers, because The scope of ages for early year learners is 0-8 years, and ii. Gender Responsive Planning and Budgeting, iii. Language
they are the primary educators who know in Indonesian education system, girls at early years are in and Gender (Early Socialization), and iv. Gender Responsive
ECE services (0-6 years) and in primary school (7-8 years). Teaching Materials.
very well the condition of the children. This However, for early year girls from poor families, they have The guidebooks were prepared in Indonesian language;
book provides the inspiration how to take insuffi cient access to pre-primary and primary schools particular thanks go to Mr. Cecep Somantri and Ms.
advantage of a variety of activities as positive because their parents tend to keep their young girls at home Mita Adhiwijna who prepared the texts in English, and to
for several reasons. In terms of quality, the girls at early years Ms. Kurniati Restuningsih who coordinated the overall
lessons. If you want to enrich this book with also suffer from irresponsive gender classroom activities. ECE activities and supervised the publication.
other additional activities, keep trying and and primary school teachers have insuffi cient knowledge
make sure they are inspiring. and skills creating gender bias for girls’ development. I trust you will enjoy reading these guidebooks and
Stereotypes and sexism limit the girls’ potential growth and urge you to take a lead for improving girls and women
development because internalizing negative stereotypes education as well as gender mainstreaming.
impacts their self-esteem and ultimately, academic Jakarta, April 2016
performance. Long-term gender bias effects for the girls at
early years become most apparent in adolescence. Thus, in
order to improve access and quality for young girls, gender Ella Yulaelawati
mainstreaming at early years is important. Therefore, since Director
2013, the Directorate of Early Childhood Education and
Written by Ella Yulaelawati Development (Directorate of ECED) aim to improve
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Part 1 B. Language and Gender look at biological consideration. Much research that
It has long been known that in many cultures women examine the relationship between language, gender,
Background Knowledge and men use different forms of language. This difference socio-politics and culture show that the language
usually lies on the style rather than on the variety of used by men and women is indeed different.
A. Introduction language. There was an impression that women talk in The difference used by men and women will be
‘smooth’ way in their social contacts, regardless their more visible when we look at it from the community’s
How do gender and language interact? Over the where communication practices can be defi ned so origin and class. In the past this impression was further nature and culture. Most communities around the
last couple of decades, linguists, anthropologists, broadly, allowing a discourse between language and reinforced by the absence of harsh and rude words as world are patriarchal. Language is one of the things
psychologists, sociologists, and feminist thinkers gender. Linguistic competence refers to knowledge well as taboo references in women’s conversation. The that suffer from discrimination in any patriarchal
have examined various aspects of this question. that underlies the ability to produce and recognize opposite impression was given to men. society. Due to this condition, women experience a
Today there are dozens of books and hundreds of the linguistic structure. On the other hand, from
1 dilemma and discriminatory in terms of language in
fi elds of study that offer gender and language, as the perspective of linguistic anthropology and According to Chomsky , a linguistics expert, there
well as various articles about gender and language are four possibilities that relate to the socio-culture two ways; fi rst, how they learn (if not taught) to speak,
sociolinguistics, knowledge of grammatical function when we learn a language. First, the social structure can and second, how they treat language. In certain ways,
that can easily be found in many journals. However, of a language is not necessarily able or suffi cient to language would be used by people who dominate,
the topics covered in the books and the journals ensure verbal practices. It requires paralinguistic and infl uence and determine the structure of language or
are far from comprehensive and scattered; showing behavior. Second, the structure of language and behavior where in a patriarchal society males are the dominant,
pragmatic considerations that start from: can infl uence and determine the social structure. Th ird, to suppress the weaker, in this case women.
that there is no theoretical coherence in the study of • The need for a convention in which people
language and gender over the years. the relationship is reciprocal. Fourth, the social and
engage with each other in a linguistic activity. language structures are completely unrelated.
Although the most obvious function of language • Recognition of linguistic competence that is
is to communicate information, it also contributes continuously developed in conjunction with If we take the fi rst possibility, we can say that
to at least two other functions that are equally the system that functions in social situations. language is the result of community consensus.
important, but less often recognized: (1) to establish • Development and mastery of linguistic and The consensus will be greatly infl uenced by the
and maintain social relationships, and (2) to express communication competences. dominance of existing authorities because they have
and create social identities of the speakers. Such • Integration of social locus of linguistic the power to make policy. In Bahasa Indonesia, there are
functions may be rarely recognized because the practice and system developed by the linguistic terms that biologically aim to distinguish
information about class or race is not delivered as category and group of speakers. the gender, such as phoneme /a/ for the masculine
much as what we say and how we say it. and phoneme /i/ for the feminine gender. However,
Recognition towards the four considerations the differences in language used by men and women
Language is a communication practice above shows that both language and social world are are very diffi cult to be discovered by simply taking a
mediated by the linguistic system. Linguistic not static and happen just like that. It is maintained 1 Chomsky, Noam (1972). Language and mind. (Enl. ed.). New
anthropology and sociolinguistics offer a platform and sustained in everyday activities. York: Harcourt Brace Jovanovich.
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Similar to Bahasa Indonesia, feminine and There are examples of children song taught Obviously, those two expression in two
masculine terms also occur in english. For in Indonesian Early Childhood Education languages have a different meaning from
example, pronoun ‘he’ can refer to both men that taught infl uence perceptions young their literal meaning. However, everyone
and women, but not for ‘she’. children’s gender and stereotypes. The understands the purpose and the main
The phenomena of masculine and feminine following children songs dislinguish gender purpose of the sentences.
terms in Bahasa Indonesia and english above roles of being feminine and masculine. Euphemism then turns to create a gender bias
lead to some interesting conclusions. First, 3. Euphemism when it comes to defi ne the roles of work into
feminine terms seem to represent peace, Euphemism is an effort to smoothen the pronoun. For example, in english, the pronoun
passivity, quietness, and patience. Second, language used to describe certain things. of nurse is ‘she’ and everybody -> ‘he’. Another
masculine terms have the impression of example is a lot of working professions that end
controlling, aggressive and strong. Sometimes euphemism will give the
The manifestation of gender inequality in the 2. Language of Children Song impression of politeness and high manner with the word ‘man’ regardless he is a female
to make others in the conversation not feel or male. For example, ‘policeman’, ‘mailman’,
language that is caused by patriarchal culture can be Feminine offended or disrespected. In some contexts, ‘weatherman’, and so on.
seen from some of the following case examples. Indonesian Translation and Meaning euphemism is very important to be learned
in Englsh C. Introduction to Responsive Gender
1. Masculine and Feminine Judul: Bangun Tidur Title: Wake Up and taught. For example, in english, when a Language
Some vocabularies distinguish people Bangun tidur ku terus mandi After I wake up, I take shower learner wants to go to the toilet, very gently This brief introduction to gender responsive
through masculine and feminine terms, and Tidak lupa menggosok gigi Never forget to brush my teeth (s)he would say “May I wash my hands?”. language is intended to provide an equal affi rmation
here are some examples. Habis mandi ku tolong ibu After bathing, I help my mother Likewise, in Bahasa Indonesia, the equal for both men and women in terms of language. It
Feminine expression in this context is “Maaf, apa saya signifi es a stepping stone effort to ensure a framework
Membersihkan tempat Making my bed boleh ke belakang sebentar?” (“Excuse me, may
Indonesian Translation and Meaning in Englsh tidurku of equal treatment and recognition.
Ibu kota Mother of Town Capital City I go to the ‘back’ for a moment?”).
Masculine 1. Equal Treatment and Recognition
Nenek Moyang Grand Ancestor Ancestor Women participate in a variety of aspects
Indonesian Translation and Meaning
Dewi malam Princess of Night Moon in Englsh in the society. Language is a medium of
Masculine Judul: Aku seorang Kapiten Title: I am a Captain communication that is most fundamental to
Indonesian Translation and Meaning in Englsh Aku seorang Kapiten I am a Captain refl ect this participation. However, the sexual
Mempunyai pedang panjang I have a long sword stereotype, exclusive sentences and words
Dewa perang God of War Commander that degrade women are still often heard in
Raja hutan King of the Jungle Tiger Kalau berjalan prok-prok-prok When I walk, prok-prok-prok everyday conversation or found in written
Raja siang King of Day Sun Aku seorang Kapiten I am a Captain language in workplace communication. The
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