Why Questa Kids is putting women back into children’s learning
Here at Questa Kids we have pledged to focus on the rightful role of women and girls in all aspects of culture, science, arts and education around the globe.
Independent research we commissioned of parents of primary school children revealed a staggering 94 percent of UK parents want their children to learn more about the achievements of women.
That didn’t surprise but it was good to hear that others shared our point of view which is why we have been even more dedicated in our vision to redress the balance in children’s learning with our adventures around the world as seen through our heroine Questa and Zeke the grumpy, intergalactic iguana.
It’s important to us and we know to many parents and guardians that the role of women and girls is recognised and that we put the female dimension at the heart of our glorious romp around the globe.
Here are 11 facts and quotes which show why the narrative needs to change in children’s learning and why Questa Kids was created and curated by experts in psychology and education:
1. “By the time they reach secondary school children often have entrenched views about gender norms. It is therefore important that children are educated about gender equality… in primary school.” --The Women and Equalities Parliamentary Committee, 2016 [1].
2. Just 31% of books for children have a central female character [2].
“Men remain over-represented in almost all positions of power & decision-making in the UK”
5. Addressing gender bias is a focus of UN SDGs (4, 5 & 10), the UK Government [5] and Ofsted [6].
6. 87% of EdTech CEOs are male, although the teaching industry is predominantly female [7].
7. Gender scripts are frequently written in to EdTech tools [8] which often feature a hidden gender curriculum [9].
8. 53% of parents report spending more money on education related products and services post-COVID [10].
“The goal of the movement was not to simply hold women leaders up as heroines or societal anomalies...to be treated as more than “sidebar history.”
...
Women’s-history pioneers also saw unearthing and integrating women’s stories as a gateway to better understand the laws, institutions, systems, and movements that are most familiar”
9. 66% of teachers say that recent political movements have made them re-evaluate what they teach [11].
10. According to the British Council, "Men remain over-represented in almost all positions of power & decision-making in the UK" [12]
11. 'The goal of the movement was not to simply hold women leaders up as heroines or societal anomalies, to paraphrase the 18th-century feminist author and activist Mary Wollstonecraft; its advocates wanted women and gender to be treated as more than “sidebar history.” Though showcasing women’s stories on their own is important, women’s-history pioneers also saw unearthing and integrating women’s stories as a gateway to better understand the laws, institutions, systems, and movements that are most familiar.' [13]
References
[1] Publications Parliament (2015) Educating Children and Young People, available at
https://publications.parliament.uk/pa/cm201617/cmselect/cmwomeq/91/9108.htm
[2] Mermelstein, Aaron (2018) ‘Gender roles in children’s literature and their influence on learners’, MiineTESOL Journey 34:2. Available at: https://minnetesoljournal.org/journal-archive/mtj-2018-2/gender-roles-in-childrens-literature-and-their-influence-on-learners/#:~:text=Males%20are%20central%20characters%20in,percent%20have%20female%20central%20characters.
[3] University of Manchester (2021) Diversity of UK’s population is not reflected in school library books, available at: https://www.manchester.ac.uk/discover/news/diversity-of-uks-population-is-not-reflected-in-school-library-books/
[4] Pearson (2020) Diversity and Inclusion in Schools Report. Available at: https://www.pearson.com/content/dam/one-dot-com/one-dot-com/uk/documents/educator/schools/issues/inclusion/diversity-and-inclusion-in-schools-report.pdf
[5] Gender Equality and Economic Empowerment Team (2019) Gender EQuality at every stage: A roadmap for change. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/821889/GEO_GEEE_Strategy_Gender_Equality_Roadmap_Rev_1__1_.pdf
[6] Redding, Maria (2021) “OFSTED Requirements for Equality and Diversity in Schools”, CPD Online College. Available at: https://cpdonline.co.uk/knowledge-base/safeguarding/ofsted-equality-diversity-schools/
[7] HolonIQ (2021) Women CEOs & Leaders. The Global State of Play. Available at: https://www.holoniq.com/notes/women-ceos-leaders-the-global-state-of-play-2021
[8] Irma Heemskerk, Geert ten Dam, Monique Volman & Wilfried Admiraal (2014) ‘Gender Inclusiveness in Educational Technology and Learning Experiences of Girls and Boys’, Journal of Research on Technology in Education 41:3. Available at: https://www.tandfonline.com/doi/abs/10.1080/15391523.2009.10782531
[9] Henry A. Giroux & Anthony N. Penna (2012) ‘Social Education in the Classroom: The Dynamics of the Hidden Curriculum’ Theory & Research in Social Education 7(1). Available at: https://www.tandfonline.com/doi/abs/10.1080/00933104.1979.10506048
[10] Direct Line Group (2021) “Parents fork out £4.7bn on home schooling expenses”, Direct Line Group Website. Available at: https://www.directlinegroup.co.uk/en/news/brand-news/2021/parents-fork-out-p4-7bn-on-home-schooling-expenses-.html
[11] Pearson (2020) Diversity and Inclusion in Schools Report. Available at: https://www.pearson.com/content/dam/one-dot-com/one-dot-com/uk/documents/educator/schools/issues/inclusion/diversity-and-inclusion-in-schools-report.pdf
[12] British Council (2016) Gender equality and the empowerment of women and girls in the UK. Available at: https://www.britishcouncil.org/research-policy-insight/research-reports/gender-equality-empowerment-women-girls-uk
[13] Weingarten, Elizabeth (2017) “Is This the End of the Crusade for Gender-Equal Curricula?”, The Atlantic Online. Available at: https://www.theatlantic.com/education/archive/2017/06/is-this-the-end-of-the-crusade-for-gender-equal-curricula/530493/