Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity). Gender roles and expectations are learned. They can change over time and they vary within and between cultures. Systems of social differentiation such as political status, class, ethnicity, physical and mental disability, age and more, modify gender roles. The concept of gender is vital because, applied to social analysis, it reveals how womenâs subordination (or menâs domination) is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever.
Gender refers to the roles and responsibilities of men and women that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes and likely behaviours of both women and men (femininity and masculinity). Gender roles and expectations are learned. They can change over time and they vary within and between cultures. Systems of social differentiation such as political status, class, ethnicity, physical and mental disability, age and more, modify gender roles. The concept of gender is vital because, applied to social analysis, it reveals how womenâs subordination (or menâs domination) is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever.
A process of mutual influence between a person and his fellow being, a process that results in an acceptance of, the adaptation to, the patterns of social behaviour.
Meaning, Objectives and Importance. Significant Problems of Women, Place of Women in Economic and National Development, Practical Activities for Women Development
A process of mutual influence between a person and his fellow being, a process that results in an acceptance of, the adaptation to, the patterns of social behaviour.
Meaning, Objectives and Importance. Significant Problems of Women, Place of Women in Economic and National Development, Practical Activities for Women Development
A follow up on the event, What's Next wherein principals, counselors and influencers from the education industry contributed on creating a blueprint for education for tomorrow
DO YOU WANT TO PREPARE YOUR CHILDREN FOR THE FUTURE TEACH THEM TO BE HUMAN.pptxnavabharathschool99
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Best CBSE Schools in Coimbatore. We want our children to be well prepared for the future. Perhaps we fear our children's future and imagine it as a very competitive world, in which machines will have beaten human beings⌠Perhaps this obsession with preparing them well for this future world is putting too much pressure on our shoulders and on our children. As parents in a very competitive world, constantly seek to give our children a comparative advantage. We want to equip our children with every possible skill to be successful in the 21st century. However, this mission is causing more harm than we realise.
Course 608 discussion What are your thoughts about the following.docxfaithxdunce63732
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Course 608 discussion
What are your thoughts about the following statement:
Teachers, administrators, and counselors must be prepared and encouraged to bring gender equity and awareness to every aspect of schooling.
Discussion Option
Please discuss your thoughts regarding School and Society and how you might have grown through the assignments and readings.
First student
Indeed it is the reponsibility of teachers, school administrators, counselors to ensure there is gender equity and awareness to all students. Teachers can promote gender equity and awareness when they encourage both boys and girls as capable of taking any subject of their choice. There is no such thing as a subject or course which is seen as the presrve of boys.  Teachers can assist students to identify their strengths and weaknesses so that they can receive the necessary instructional assistance. Considering the school administartors, they are the ones who group students according to ability. I think, it is fair to say that they need to assign students to classes they believe the students are capable of taking. Jennifer is allowed to take cooking in addition to her other classes, so she also hopes to be an elementary teacher who can have time to raise her children. The administrators I believe did not help her by assigning her a cooking class. This reinforces the stereotipical role of a woman. On the part of the counselors, they can thoroughly discuss with students their interests so that they can guide them to make the right choice in relations to their career-related subjects. The school counselor in Jennifer's case discouraged her from going to college because it is believed it is the preserve of men and expensive. I think the counselor could have encouraged her and given her directions. Another example is Susan, who is a student who began a college major in science, shifts to anthropology, and later considers to become an elementary school teacher. To me, it looks strange. What she wants to be has nothing to do with what she is studying for her masters degree. It indicates the school counselors did not help to make the right choice. Susan is a typical example of girls who start off with high grades but are discouraged by counselors who are stuck to stereotyppes, so such brilliant students end up taking courses far below their capabilities. Consequently, they join the large pool of unemployed women after graduation.Â
Second student,
I have learned a great deal from the assignments and readings about School and Society. This course provided me with many opportunities to expand my knowledge and expertise about the Schools of thought (Functionalism, conflict theory, and interpretivist approach), and how the latter approach applies the rules of society in a different wayâa game analogy. I have learned that the three theories/approaches differ but at the same time they share similar views/aspects. I have also learned about the capitalist system and how it teaches the stu.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. GENDER BIAS IN EDUCATION
NIVETHA K
FIRST YEAR B.Ed,
CMS COLLEGE OF EDUCATION,
COIMBATORE
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
2. GENDER BIAS IN EDUCATION
OBEJECTIVES:
At the end of this session one will be able to understand the true process of gender-bias
in education and how to overcome that as a future teacher.
ď Gender bias in socialization.
ď Gender bias in classroom interaction.
ď Gender bias in availability of resources.
ď Role of teachers and parents to create a better world towards future.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
3. GENDER BIAS IN EDUCATION
â To simply put the meaning the different treatment of boys and girls in school, classroom
etc.,. Are referred to as gender bias.
â They are âSTUDENTSâ and NOT boys and girls. As a teacher we should quote it in
such a manner that there should not be any gender bias when it comes to education.
â Students differ in many ways like in attitude, learning ability, social identities etc.,. but
they are all different in their own way.
â A teacher first should understand this completely.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
4. But why these gender bias always a
major problem???
well the answer is simple. Itâs all the work of our brain and its functions.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
5. Boys are boys Vs Girls are girls???
According to the brain structure, it is true that all boys have some common taste
(Example: racing, technical knowledge etc.) and also all girls have some common taste
( Example: art, dance, literacy knowledge etc.).
Yes boys and girls may think alike but their CREATIVITY is not the same
Having common interests does not mean they canât do any other field of works, they can
if encouraged.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
6. Gender bias in the act of Socialization
Vs
Even standing in line we
separate them into boys
and girls.
This gender bias
comes
unconsciously
OTHER COUNTRIES OUR COUNTRY
In seating arrangements⌠In giving preferences towards
groupingâŚ
Also when a girl is
been affected by
boys, the blame used
to come upon the girl
and not the boy.
Boys will be boys, itâs
the girls that need to
be careful-this should
be changed.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
7. Society effect on gender bias in
education:
ď§ Even if the schools properly
follow non- gender bias
environment the society we
live in is not ready for that.
ď§ We live in a country with
rich and varied beliefs,
where girls are gods but
only when they are inside
their given castle walls.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
8. Gender bias in classroom interaction
Do all of us treat every student equally?
Do we give the same priority to all??
Is girls are guided when they say they have a dream??
Even when asking questions do we follow un biased
nature???
The answer is NO.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
9. What really happens inside
classroom???
â Guidance and skill development encouragement are given highly for boys than
girls.
â Girls remain silent inside the class even when they have learning difficulties.
Their needs and problems also remains silent.
â Low attention is given towards girls
This is because of the stereo thinking of us like, girls are meant
to serve and boys meant to skilledâŚ
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
10. Gender bias in resources and special
services
â Scholarships and other sort of offer reach boys in greater number in comparison
to that of girls.
â Practical skills are more concentrated towards boys the most. Also, practical skill
development guidance and opportunities are given more towards boys.
It is said that boys require education the most ,but why not girls???
Is it because they are fit for marriage alone??? Even then girls require
education the mostâŚrunning a home requires a lot of knowledge.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
11. A picture is worth thousand wordsâŚ
This picture better explains the factâŚ
what we taught is what we becomeâŚ
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
12. Solutions for changeâŚ
â Pictures in textbooks should be made non-gender biased.
This is because students become what they observe.
â Equal expectations and opinions should be given about all
genders.
â Activities involving without any bender bias.
â Giving equal importance and by stopping the thoughts
towards specific gender.
â Treating male child greater and female inferior should be
avoided by the parents.
â The thought that â she is a girl sheâll learn herself should be
changed. Even a girl can face challenges in learning process.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
13. Cont.âŚ
â The only way is to avoid the traditional thinking among parents, teachers
and the very known society.
â Teaching our students that all are equal and are dependent upon each
other.
â Respecting fellow genders just like any others should be taught well.
â Independency and creativity has no barriers and every students towards a
good will should be encouraged without differentiating their physical
capabilities.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
14. If one man can destroy everything,
why canât one girl change it?
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
15. Summary
â Both boys and girls have their unique creativity and abilities.
â None should be treated dominant to the other.
â Equal opportunities and attention should be given.
â In countries like India, it is difficult to change but not impossible.
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
16. The first step is always
hard,
but once stepped, millions
shall follow us.
Letâs be the change!!!
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
17. THANKYOU
AS A TEACHER WE CAN CHANGE
ANYTHINGâŚLETâS BE THE CHANGE
TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.