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POSTGRADUATE DIPLOMA IN SMTE
Presentation
By:
MODESTER MOYO
N02316978P
MODULE: THEORETICAL FOUNDATIONS IN STEM
EDUCATION (PST5101)
Topic: Feminism
INTRODUCTION
Feminism has evolved over time, with different waves representing distinct periods of feminist activism. The first wave emerged in the late 19th
and early 20th centuries, focusing on women's suffrage and legal rights. The second wave, which gained momentum in the 1960s and 1970s,
emphasized issues such as reproductive rights, workplace discrimination, and gender roles. The third wave, starting in the 1990s, highlighted
intersectionality and the experiences of women from diverse backgrounds, including women of color, LGBTQ+ individuals, and women with
disabilities.
The theory was founded by Simone de Beauvoir who inspired many other feminist theories including Betty Friedman and Bell hooks. These
thinkers argued that the traditional educational system was biased against women and girls, and they proposed a number of reforms to address this
in equality.
DEFINITION OF KEY TERMS
 Feminism is a social and political movement that advocates for the equal rights and opportunities of all
genders. It seeks to challenge and dismantle gender-based inequalities and discrimination, with a particular
focus on empowering women and promoting gender equality in various spheres of life, including politics,
economics, education, and social interactions, Heaton and Lawton (2016).
 Here are some key points to consider regarding feminism in education:
GENDER EQUALITY IN EDUCATION
• Feminism in education advocates for equal educational opportunities for all genders. It seeks to address disparities in access, enrolment,
retention, and achievement levels between males and females. This includes challenging gender stereotypes and biases that may limit
educational choices and opportunities for individuals.
• Access and enrollment: Gender equality in education emphasizes the importance of providing equal opportunities for all genders to access and
enroll in educational institutions. This includes addressing barriers such as gender-based discrimination, cultural norms, and socioeconomic
factors that may limit access for certain genders.
• Gender-responsive teaching and learning: Gender equality in education encourages the adoption of gender-responsive teaching and learning
approaches that take into account the unique needs and experiences of different genders. This may involve creating safe and inclusive learning
environments, promoting gender-sensitive pedagogies, and addressing topics related to gender equality and empowerment within the
curriculum.
• Empowerment and leadership: Gender equality in education recognizes the importance of empowering all genders to become leaders and
decision-makers in various fields. This involves promoting equal opportunities for leadership roles, challenging gender stereotypes that limit
career choices, and providing mentorship and support for individuals to pursue their aspirations without gender-based constraints. e.g to be
able to choose challenging subjects like maths, sciences and engineering courses, nursing, soldiers, pilots etc
CURRICULUM AND REPRESENTATION:
• Feminism in education calls for a curriculum that represents diverse perspectives, experiences, and contributions of
women. It encourages the inclusion of feminist literature, feminist theories, and the history of women's achievements to
provide a more balanced and inclusive educational experience. It also seeks to challenge and revise traditional
narratives that perpetuate gender inequality.
• Inclusive curriculum: An inclusive curriculum is essential to address gender biases and stereotypes in educational
materials. It should represent diverse perspectives, experiences, and achievements of individuals of all genders. This
includes ensuring that women's contributions to various fields are adequately represented and celebrated. By including
a range of voices and narratives, an inclusive curriculum helps challenge traditional gender roles and promotes a more
inclusive and balanced educational experience, (e.g education for all, BEAM, leaving no one outside)
PEDAGOGY AND CLASSROOM PRACTICES:
 Feminism promotes participatory and inclusive pedagogical approaches that foster critical thinking, collaboration, and empowerment. It encourages
teachers to create safe and supportive learning environments where students can engage in respectful dialogue, challenge gender biases, and explore issues
related to gender inequality.
 Educators should utilize teaching methods that engage all students, regardless of their gender. This can include collaborative learning, differentiated
instruction, and project-based learning, which allow for diverse perspectives, experiences, and learning styles to be valued and included putting fast learner
and slow learners to work together in a group, grouping learners not according to their abilities.
 Promoting equal participation: Teachers should ensure equal participation and engagement of all students, regardless of their gender. This can involve
creating a safe and respectful classroom atmosphere where all students feel comfortable expressing their thoughts and ideas. Teachers can also encourage
balanced participation by actively calling on students, ensuring equitable distribution of speaking opportunities, and promoting inclusive discussion
practices.
 Pedagogy and classroom practices play a vital role in promoting gender equality in education. By adopting inclusive teaching strategies, challenging
gender stereotypes, promoting equal participation, addressing gender-based discrimination, utilizing inclusive classroom materials, and providing
professional development for educators, educational institutions can create an environment that fosters gender equality and empowers all students.
INTERSECTIONALITY:
 It recognizes that gender intersects with other social categories such as race, class, sexuality, and ability, resulting in different
experiences and forms of oppression. It emphasizes the importance of considering these intersecting identities in educational
policies, practices, and curriculum design to ensure an inclusive and equitable learning environment for all students.
 Multiple identities: Intersectionality acknowledges that individuals hold multiple identities and that these identities interact to shape their
experiences. For example, a woman's experience of discrimination may be influenced not only by her gender but also by her race, class, and other
social identities. By recognizing and understanding these multiple identities, a more comprehensive analysis of individuals' experiences can be
achieved.
 Systems of oppression: Intersectionality highlights the interconnected systems of oppression and how they operate simultaneously. It recognizes
that different forms of oppression, such as racism, sexism, ableism, and homophobia, are interconnected and mutually reinforcing. For example, a
person who identifies as both a woman and a racial minority may experience discrimination that is compounded by both gender and racial biases.
POWER DYNAMICS:
• Intersectionality also sheds light on power dynamics and how they intersect with social identities. It recognizes that individuals can hold both privileged
and marginalized social identities simultaneously, and that power is not static or uniform across all social categories. For example, a white woman may
experience gender discrimination but also benefit from white privilege, which can influence her experiences and access to resources differently than a
woman of color.
• Inclusive analysis and activism: Intersectionality calls for an inclusive analysis and approach to activism. It recognizes that social justice efforts must
address the complex interactions between various forms of oppression and privilege. By centering intersectionality, activism can work towards
dismantling systemic inequalities and promoting equity and justice for all individuals, regardless of their multiple identities.
TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT:
 Feminism in education highlights the need for teacher training and professional development programs that address gender biases, provide
tools for promoting gender equality, and enhance teachers' understanding of feminist theories and practices. This helps teachers to create
inclusive classrooms and support students in challenging gender stereotypes.
CONCLUSION
In conclusion, intersectionality provides a framework for understanding the complex ways in which social identities and systems of oppression
intersect and shape individuals' experiences. By recognizing the interconnected nature of social categories and addressing the unique challenges
faced by individuals with intersecting identities, we can move closer to achieving true equality and social justice for all.
REFERENCES
• Heaton, T. & Lawson, T. (2016). Explaining gender differences in educational
attainment. Training and Education. 65-95. https://doi.org/10.1007/978-1-349-
13883-8_4
• Mac an Ghaill, M. (1994). The making of men: Masculinities, sexualities and
schooling. Open University Press. https://psycnet.apa.org/record/1995-98749-000
• Sharpe, S. (2021). ‘Just like A Girl:’ How Girls Learn to be Women. Penguin: New
York.
• Sharpe, S. (1994). Fathers and Daughters. Routledge: London.
THANK YOU

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FEMINISM in Education PRESENTATION Slides.pptx

  • 1. POSTGRADUATE DIPLOMA IN SMTE Presentation By: MODESTER MOYO N02316978P
  • 2. MODULE: THEORETICAL FOUNDATIONS IN STEM EDUCATION (PST5101) Topic: Feminism
  • 3. INTRODUCTION Feminism has evolved over time, with different waves representing distinct periods of feminist activism. The first wave emerged in the late 19th and early 20th centuries, focusing on women's suffrage and legal rights. The second wave, which gained momentum in the 1960s and 1970s, emphasized issues such as reproductive rights, workplace discrimination, and gender roles. The third wave, starting in the 1990s, highlighted intersectionality and the experiences of women from diverse backgrounds, including women of color, LGBTQ+ individuals, and women with disabilities. The theory was founded by Simone de Beauvoir who inspired many other feminist theories including Betty Friedman and Bell hooks. These thinkers argued that the traditional educational system was biased against women and girls, and they proposed a number of reforms to address this in equality.
  • 4. DEFINITION OF KEY TERMS  Feminism is a social and political movement that advocates for the equal rights and opportunities of all genders. It seeks to challenge and dismantle gender-based inequalities and discrimination, with a particular focus on empowering women and promoting gender equality in various spheres of life, including politics, economics, education, and social interactions, Heaton and Lawton (2016).  Here are some key points to consider regarding feminism in education:
  • 5. GENDER EQUALITY IN EDUCATION • Feminism in education advocates for equal educational opportunities for all genders. It seeks to address disparities in access, enrolment, retention, and achievement levels between males and females. This includes challenging gender stereotypes and biases that may limit educational choices and opportunities for individuals. • Access and enrollment: Gender equality in education emphasizes the importance of providing equal opportunities for all genders to access and enroll in educational institutions. This includes addressing barriers such as gender-based discrimination, cultural norms, and socioeconomic factors that may limit access for certain genders. • Gender-responsive teaching and learning: Gender equality in education encourages the adoption of gender-responsive teaching and learning approaches that take into account the unique needs and experiences of different genders. This may involve creating safe and inclusive learning environments, promoting gender-sensitive pedagogies, and addressing topics related to gender equality and empowerment within the curriculum. • Empowerment and leadership: Gender equality in education recognizes the importance of empowering all genders to become leaders and decision-makers in various fields. This involves promoting equal opportunities for leadership roles, challenging gender stereotypes that limit career choices, and providing mentorship and support for individuals to pursue their aspirations without gender-based constraints. e.g to be able to choose challenging subjects like maths, sciences and engineering courses, nursing, soldiers, pilots etc
  • 6. CURRICULUM AND REPRESENTATION: • Feminism in education calls for a curriculum that represents diverse perspectives, experiences, and contributions of women. It encourages the inclusion of feminist literature, feminist theories, and the history of women's achievements to provide a more balanced and inclusive educational experience. It also seeks to challenge and revise traditional narratives that perpetuate gender inequality. • Inclusive curriculum: An inclusive curriculum is essential to address gender biases and stereotypes in educational materials. It should represent diverse perspectives, experiences, and achievements of individuals of all genders. This includes ensuring that women's contributions to various fields are adequately represented and celebrated. By including a range of voices and narratives, an inclusive curriculum helps challenge traditional gender roles and promotes a more inclusive and balanced educational experience, (e.g education for all, BEAM, leaving no one outside)
  • 7. PEDAGOGY AND CLASSROOM PRACTICES:  Feminism promotes participatory and inclusive pedagogical approaches that foster critical thinking, collaboration, and empowerment. It encourages teachers to create safe and supportive learning environments where students can engage in respectful dialogue, challenge gender biases, and explore issues related to gender inequality.  Educators should utilize teaching methods that engage all students, regardless of their gender. This can include collaborative learning, differentiated instruction, and project-based learning, which allow for diverse perspectives, experiences, and learning styles to be valued and included putting fast learner and slow learners to work together in a group, grouping learners not according to their abilities.  Promoting equal participation: Teachers should ensure equal participation and engagement of all students, regardless of their gender. This can involve creating a safe and respectful classroom atmosphere where all students feel comfortable expressing their thoughts and ideas. Teachers can also encourage balanced participation by actively calling on students, ensuring equitable distribution of speaking opportunities, and promoting inclusive discussion practices.  Pedagogy and classroom practices play a vital role in promoting gender equality in education. By adopting inclusive teaching strategies, challenging gender stereotypes, promoting equal participation, addressing gender-based discrimination, utilizing inclusive classroom materials, and providing professional development for educators, educational institutions can create an environment that fosters gender equality and empowers all students.
  • 8. INTERSECTIONALITY:  It recognizes that gender intersects with other social categories such as race, class, sexuality, and ability, resulting in different experiences and forms of oppression. It emphasizes the importance of considering these intersecting identities in educational policies, practices, and curriculum design to ensure an inclusive and equitable learning environment for all students.  Multiple identities: Intersectionality acknowledges that individuals hold multiple identities and that these identities interact to shape their experiences. For example, a woman's experience of discrimination may be influenced not only by her gender but also by her race, class, and other social identities. By recognizing and understanding these multiple identities, a more comprehensive analysis of individuals' experiences can be achieved.  Systems of oppression: Intersectionality highlights the interconnected systems of oppression and how they operate simultaneously. It recognizes that different forms of oppression, such as racism, sexism, ableism, and homophobia, are interconnected and mutually reinforcing. For example, a person who identifies as both a woman and a racial minority may experience discrimination that is compounded by both gender and racial biases.
  • 9. POWER DYNAMICS: • Intersectionality also sheds light on power dynamics and how they intersect with social identities. It recognizes that individuals can hold both privileged and marginalized social identities simultaneously, and that power is not static or uniform across all social categories. For example, a white woman may experience gender discrimination but also benefit from white privilege, which can influence her experiences and access to resources differently than a woman of color. • Inclusive analysis and activism: Intersectionality calls for an inclusive analysis and approach to activism. It recognizes that social justice efforts must address the complex interactions between various forms of oppression and privilege. By centering intersectionality, activism can work towards dismantling systemic inequalities and promoting equity and justice for all individuals, regardless of their multiple identities.
  • 10. TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT:  Feminism in education highlights the need for teacher training and professional development programs that address gender biases, provide tools for promoting gender equality, and enhance teachers' understanding of feminist theories and practices. This helps teachers to create inclusive classrooms and support students in challenging gender stereotypes.
  • 11. CONCLUSION In conclusion, intersectionality provides a framework for understanding the complex ways in which social identities and systems of oppression intersect and shape individuals' experiences. By recognizing the interconnected nature of social categories and addressing the unique challenges faced by individuals with intersecting identities, we can move closer to achieving true equality and social justice for all.
  • 12. REFERENCES • Heaton, T. & Lawson, T. (2016). Explaining gender differences in educational attainment. Training and Education. 65-95. https://doi.org/10.1007/978-1-349- 13883-8_4 • Mac an Ghaill, M. (1994). The making of men: Masculinities, sexualities and schooling. Open University Press. https://psycnet.apa.org/record/1995-98749-000 • Sharpe, S. (2021). ‘Just like A Girl:’ How Girls Learn to be Women. Penguin: New York. • Sharpe, S. (1994). Fathers and Daughters. Routledge: London.