Concept of gender with special reference to school and curriculum

1. Understanding Gender With Special Reference to
School, Curriculum & Text book
B.Ed. Paper: (BCC-6)
Gender ,School and Society
Dr. Nimisha Srivastava, St. Xavier’s College of
Education,Patna.

2. Mostly people use the word gender and sex
interchangeably; but they have different
meanings and concepts.
Gender refers to differences, hierarchies and
social constructions of roles which is executed
by men and women in the society.

4. As gender is a socio-
cultural construct, it is
affected by our
sociolization process.
Gender sociolization is a
process through which
children learn social
norms, attributes and
appropriate behaviour for
males as well as females.

7. Therefore , there is a great expectation from
schools to change the mindset of the society and
create gender equality .

8. School must be a place where girls and boys
both are treated equally. For attainment of
this, it is essential that teachers, school
management must understand and be aware
of gender specific needs.

9. Gender specific needs must be discussed in
gender responsive schools.

11. Teaching learning materials refer to teaching aids
like chart papers, blackboard activity, pictures,
diagrams and most importantly textbooks. Most
of the textbooks show that girls are weak ,
submissive and very talkative .Men are portrayed
as powerful, assertive and intelligent.

12. Some examples of gender
biasness from books:

17. Most of the schools do not give equal
opportunities to boys and girls to participate in
the school activities. Mostly science experiments
are done by the boys. Teachers think that girls
can’t hold it properly. Sometimes teachers give
priority to solve the sums to boys rather than
girls.
Teachers can promote girls’ participation by
making small groups. In groups they feel more
comfortable to answer the questions.

18. This type of lesson planning involves content,
teaching learning process, methodologies,
teaching learning materials, classroom
arrangements, and so on.

19. It promotes the participation of girls in Science,
Mathematics and technology.
Conducting gender sensitization programmes for school
management, teachers, parent- teachers association,
community members etc.
Establishing a school management system that ensures
gender equality in the governance and functions of
school.

20. Gender responsive language provides
conducive learning environment and equal
treatment to both males and females.
Most of the time teachers use harsh, abusive
and threatening language.
Languages reinforces gender differences.

21. Gender neutral language overcomes gender
biasness towards a particular sex.

22. These words can be replaced:
Gendered title Gendered neutral
Mail man, Mail woman Mail carrier
Salesman, Saleswomen Sales Person, Sales associate
Policeman , Policewomen Police Officer/personnel

23. A teacher must talk politely with his students.
(Not appropriate)
This is a traditional way of writing where masculinity
dominates.
Use of such masculine references is NO LONGER
considered the preferred form.
Teachers must talk politely with their students.
(Best way)

24. Class room setup becomes gender responsive
when it fulfils the specific needs of both boys and
girls.
This may happen when we follow these
approaches:
Mixed seating arrangement of boys and girls,
Appropriate furniture,
Encourages girls to speak out and overcome their
shyness,
Gender responsive visuals and teaching –learning
materials

25. Classroom interaction is an important part of pedagogy.
To promote conducive climate in classroom, a teacher
should try to give:
Equal opportunities for boys and girls
Positive reinforcement should be given to both
Encourage girls to take part in discussion
Give them sufficient time to answer

26. A discrimination free atmosphere in school can
maximize the learning outcomes of the learners and
reduces gender biasness .
Source:
bangkok.unesco.org/content/
gender-responsive-
classrooms-need-gender-
sensitive-teachers