Gender Mainstreaming through Education

REHMAT WALI KHANEducation Officer

(Focal Person), SHRDC-Islamabadrehmatwalikhan@yahoo.com

0092344231252400923335983705

CurriculumCurriculum is a reflection of implicit and explicit

knowledge that informs the development of textual materials, pedagogical processes and techniques of evaluation at different levels of education. It is a repository of ideology and policies formulated by the state and are subjected to changes taking place in the socio-economic and political scenario. It also weaves societal concerns that vary from country to country. Hence, it is not a static but a dynamic document. Societal concerns such as gender, environmental sensitivity, peace and conflict management strategies are also stated but they are prioritized differently by nations world over. Curriculum is totality of learning experiences provided to students so for their holistic development.

• Curriculum is an applied branch of study that attempts to bring about change in text and context of school education.

• It reflects the guiding philosophy that influences the content and process of education.

• A National Curriculum sets out a clear, full entitlement to learning for al students. It determines the content of what will be taught and sets attainment targets for learning. It also determines how performance will be assessed and reported.

• A National Curriculum framework must be both clear and flexible. It should define and defend the knowledge and cultural experience which is the right of every student, and at the same time be flexible enough to give teachers the possibility of building their teaching around it, in ways which promotes learning for their students.

PARAMETERS FOR MAKING CURRICULUM GENDER SENSITIVE

Building a positive self-image and self-confidence; Developing ability to think critically; Building up group cohesion and fostering

decision-making and action; Ensuring equal participation in the process of

bringing about social change; Encouraging group action in order to bring about

change in the society; Providing the wherewithal for economic

independence.

Textbooks are the most popular teaching aid used in the teaching and learning process. They are storehouses of implicit knowledge centred on time, space and institution. Textbooks are also repository of values, beliefs and norms upheld by different nations of the world. Textbooks and teachers are together kernel of secondary agent of socialization that has a substantial influence on the overall personality development of children.

Textual Materials from a Gender Lense

Evaluation Tool from the Perspective of Gender Sensitivity

A. IDENTIFICATION DATA1.Title of the text book – 2.Class – 3.Subject –4.Language –5.Authors/writing team –No. of females - No. of males - 6.Editors –No. of females - No. of males – 7.Month and Year of Publication –

8. Total no. of pages –9. Total no. of lessons -10.Publisher’s Full Address –11.Cover page/back page from the perspective of

gender bias and stereotyping – a. Description of visuals (Masculinity/Feminity/Gender

Neutral/Any other)b. Description of content

12.Inside of cover page/back page from the perspective of gender bias and stereotyping -

a. Description of visualsb. Description of content

13.Any other information 14.Suggestions

B. CONTENT AND VISUAL ANALYSIS 1.Lesson/chapter/unit –2.Title/theme -

While analyzing the content and visuals, there is a need to look into the following parameters –

(a) Content analysis should clearly reflect whether there is any form of gender bias, gender stereotyping or is it gender neutral or gender inclusive.

I. Content allocationII. Adjectives used for boys and girls, men and women in the themeIII. Diversity in men and women reflected in the textIV. Gender representation of occupationsV. Roles assigned – boys/men/girls/women /both

Total No. of Pages

Content Visuals

Comments

Suggestions

Exercises / Projects / Activities

vi. Human values in relation to men/boys and women/girls

vii. Reference to customary practicesviii. Weight-age given to the contributions/achievements

of boys/girls, men/women or both. ix. Are marginalized groups and their cultures and

lifestyles represented?x. Are prejudices mentioned?xi. Does the narrative speak only of a particular caste

and class?xii. How is power relations reflected?xiii. Who takes the decision in the area of food,

education, all money matters, health, occupation and any other?

xiv. Does the theme reflect diverse areas of contributions of women substantially or in a tokenistic manner?

xv. How are women reflected in different domains of society in relation to –

- Family- School - Workplace- Society

xvi.Distribution of workload by gender in a framework of fairness.

xvii.Who performs productive activities related to production of goods and services for income generation?

xviii.Who performs activities related to collection of water, nursing, child care, fetching fuel wood and all activities related to household chores?

xix.Who performs community activities – welfare related, organizing meetings, marriage, funeral, religious activities, neighbourhood meetings, any other?- Who takes the initiative in such activities – Men/Women/Both

xx. Who are shown as agents of change : 1. struggle2. dissent 3. movements 4. scientific attitude/temper5. scientific achievements

(b) Visuals

I. Representation of men and women Active Role –Passive Role-

II. Depiction of men and women related to -Roles –Occupations –Dress –Appearance –III. Positioning of men and women in visuals –

IV. How have men and women, boys and girls portrayed in doing different activities?

V. Who is active (the ‘protagonist’) in the visual? VI. Who is passive (the ‘receiver’) in the visual(s)? VII.Status of men and women reflected in the visual(s).VIII.What does the body language in visuals

communicate?IX. What does the clothing communicate?

C. TOTAL NUMBER OF CHARACTERS IN CONTENT AND VISUALS

Male - Female – Both—(such as humans, they, them, people, us, you, we,

he/she, etc.)

D. EXERCISES/PROJECTS/ACTIVITIES Does the exercise explore issues related to

gender, class, and caste?Do exercises attempt to question power

relations?Do they help children to connect with their lived

realities?Does it promote critical thinking and problem

solving skills?Does it promote imagination and creativity

among children?Does it encourage team spirit and cooperation

among them?

E. OVERALL EVALUATION OF THE TEXTBOOKS RELATED

TO CONTENT AND VISUAL PORTRAYAL

Perception of the book from the view point of –

Gender Bias

Gender Stereotyping

Gender Inclusive

Gender Neutral

Power Structure

Thematic consistency, coherence and contextualization

Reference to Technology and its use by men/women,

boys/girls, both

Progression of the discipline and its positioning at various

class levels (Thematic)

Classroom and The Gender Question

The destiny of a nation takes shape in the classrooms. The art of teaching has a deep imprint in crafting of personalities. Schooling and classroom processes helps in transacting learning to do, learning to be, learning to know and learning to live together.

Classroom ProcessesSl. No. Classroom Management Boys Girls Both1. Sitting Arrangements

2. Teaching Learning Materials available

3. Bulleting Boards

4. Roles Assigned

5. Monitors

6. Assignment of Responsibility

7. Cleaning Classrooms, Blackboard, Bulleting Board, any other

8. Getting water, chalk, duster, copies, books, registers, any other

9. Leaders of different groupsAcademic groups such as – Debates and quiz, reading, writing, essay any other

10. Cultural Group

11. Any other activities

12. Participation in classrooms

13. Questioning

14. Answering

15. Providing Additional Information

16. Any Other

Hidden Curriculum in Classrooms (for Teacher)Sl. No. Criteria Hidden Current Boys Girls Both

1. Eye Contact

2. Hand Gestures

3. Facial Expressions

4. Language used for communication•Pleasant•Derogatory•Harsh•Satisfactory•No comments

5. Posture•Sitting•Standing•Walking

6. Any Other

Visible Human Values in Teaching and Learning ProcessSl. No.

Values Related to Content

Specially imparted by mentioning role models and their contribution

Through Activities

Personal Examples

Any other

1. Sharing and carrying

2. Equality between saxes

3. Valuing each other’s contributions (men/women)

4. Dignity of labour

5. Tolerance

6. Bravery

7. Honesty

8. Patriotism

9. Non-violence

10. Any other

Details of Curriculum plus activities designed for boys and girlsSl. No. Criteria Boys Girls Both

1. Sewing

2. Knitting

3. Handicraft

4. Clay Modelling

5. Carpentry

6. Reading

7. Writing

8. Dancing

9. Debates

10. Vocal Music

11. Instrumental Music

12. Computers

13. Any Other

Addressing behavioural issues concerning both gender

Sl. No. Criteria Boys Girls Both

1. Counselling

2. Peer group interactions

3. Disciplinary measures

4. Discussing with parents

5. Punishments

6. Any other

7. None of the above

Education

• Is there a discrepancy in equal opportunity to education?• Is there a difference in access to education, higher, lower,

urban, rural?• What is the education occupation segregation? Who does

what?• Is the drop-out rate a gender issue?• What is the impact of the drop-out trends on gender relations

in the future?• Is the enrollment rate at higher education differentiated?• Is there an impact on enrollment rates in higher education on

gender relations in the future?

• Studies have shown that the economic rate of return of investing in girls education is at least as high, and usually higher than the return on investing in boys education.

• Social returns on girls education (improved health and education levels of children, lower population growth rates etc.)

Thank YOU