This document discusses gender issues in education. It outlines how gender is a social construct that impacts roles and behaviors. It also discusses how gender bias exists in school enrollments, dropouts, access to education, literacy rates, schooling availability, and teaching methods. Barriers to girls' education include poverty, lack of female teachers, sexual harassment, and social attitudes that girls will join another family after marriage. The document calls for achieving gender equality and addressing gender bias.
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 women’s subordination (or men’s domination) is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever.
Education is a strong mean to bring social change. Educational institutions can play a prominent role in achieving gender equality. So here,we are discussing thr role of curriculum in bringing geneder equality and how to solve gender issues.
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 women’s subordination (or men’s domination) is socially constructed. As such, the subordination can be changed or ended. It is not biologically predetermined nor is it fixed forever.
Education is a strong mean to bring social change. Educational institutions can play a prominent role in achieving gender equality. So here,we are discussing thr role of curriculum in bringing geneder equality and how to solve gender issues.
Role of classroom education in eradicating gender inequalityFaumedha Gafoor
As we know that the things learned from our childhood remains forever in us, classroom education plays an important role learn different things. and thus classroom helps in promoting gender equality.
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
Gender and patriachy, gender bias and its types, gender stereotype, its effects , how we overcome from stereotype, Equity and equality in relation with caste and reforms in india.
B.ed 2nd year
Gender roles in mass media – Gender stereotypes in mass media -gender identity roles - Positive notions of body and self - Gender in media: magazines, TV shows, cartoons, movies and advertisements - Gender equality and language use.
What is inequality in education?
Causes of inequality in education: socio-economic factors, religious belief, poverty, unemployment, students with special needs, regional differences etc.
Probable solutions
Role of classroom education in eradicating gender inequalityFaumedha Gafoor
As we know that the things learned from our childhood remains forever in us, classroom education plays an important role learn different things. and thus classroom helps in promoting gender equality.
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
Gender and patriachy, gender bias and its types, gender stereotype, its effects , how we overcome from stereotype, Equity and equality in relation with caste and reforms in india.
B.ed 2nd year
Gender roles in mass media – Gender stereotypes in mass media -gender identity roles - Positive notions of body and self - Gender in media: magazines, TV shows, cartoons, movies and advertisements - Gender equality and language use.
What is inequality in education?
Causes of inequality in education: socio-economic factors, religious belief, poverty, unemployment, students with special needs, regional differences etc.
Probable solutions
Module 16: Relevance of Gender Dimensions in Teaching and Learning ProcessNISHTHA_NCERT123
Learning Objectives
The module will help to –
Identify existing gender biased attitudes and behavior among teachers and students
Develop gender sensitive pedagogical processes in transaction of various disciplines
Use and adopt learning activities that foster gender sensitive classroom environment
socio economic barriers to learning affect hundreds of children around the world, hence children drop out due to limited support they get in schools and from the society at large.These barriers need to be addressed so that learners can learn without limitations.
Operation “Blue Star” 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.
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.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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 wasn’t 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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2. GENDER
• Gender is a social construct that impacts
attitudes, roles and responsibilities and
behavior patterns of boys and girls, men and
women.
3. • Increasing attention has been given to the
importance of achieving gender equality in
education.
4. GENDER BIAS
• Gender bias is preference toward one gender
over the other.
• Gender bias occurs when people make
assumptions regarding behaviors, abilities of
others based upon their gender.
5. Gender bias in school enrollments
• Boys have to do work rather than attend
school.
• Financial responsibilities.
6. Gender bias in dropouts
• The social barriers standing in the way of girls
attending schools.
1) Poverty
2) Misconceptions
3) limited benefits in educating girls.
4) lack of women teachers.
5) Supportive facilities.
7. Social attitudes towards girls
education
• After marriage girls are part of another family.
so educating girls are not necessary.
• Two types of parental and social attitude.
1) Perfect altruistic
2) perfect capitalistic
8. Unequal access to education
• Literacy
• Schooling
• Violence against women
• Disabled girls
• school availability
9. LITERACY
• Female literacy rate is lower than male
literacy rate.
• compared to boys far fewer girls are enrolled
in the school and many of them are drop out.
• low level of education significantly affect the
health and nutritional status of women.
10. SCHOOLING
• In rural regions girls continue to be less
educated than boys.
• chief barriers to female education are
inadequate school facilities.
• Shortage of female teachers.
• gender bias in curriculum.
11. VIOLENCE AGAINST WOMEN
• sexual harassment and violence also
continue to be major factors preventing girls
education.
• sexual abuse
13. SCHOOL AVAILABILITY
• unable to access primary education within
1km and upper primary school is not
available with in 3km.
14. Text book and gender
• books attempt to mirror social realities.
• addresses contributions of men and women
in adequate manner.
• it reflect heterogeneous identities of gaps in
an inclusive manner.
15. Teaching and learning
• The methodology followed in delivering
content related to various domains of
knowledge not only promotes learning and
understanding of but also overall personality
of children.
16. HIDDEN CURRICULUM
• related to transmission of norms, values beliefs
existing social and cultural ethos of society.
• Activities
1) Use of language
2) body language
3) touch
4) eye contact
5) gestures
6) addressing physical and emotional conflicts
17. CLASSROOM ORGANIZATION AND
MANAGEMENT
• promote healthy relationship between boys
and girls.
• equal participation
• the classroom culture should built in a
manner that interactions between boys and
girls reflect mutual respect.
• use visual aids like women working in fields
along with men.
18.
19. CULTURAL ISSUES IN EDUCATION
• Issues refers to the conflicts,
misinterpretations that take place in the
classroom.
• Culture is a broad comprehensive concept
that includes all the way of being.
• several components - values , behavior
styles, language and dialects, non verbal
communications etc..
20. Individuals, groups, and the surrounding
environment are always changing.
• in every culture sub groups may form.
Subgroups can differ by any of the
components of culture ,including ethnicity,
language, class, religion and geography.
21. • All students are culturally diverse regardless of
their ethnicity, race or socio economic status.
• multicultural and multilingual classrooms have
become the norm in many educational settings
due to changing immigration patterns caused by
globalization.
• analyzing cultural issues can shed light on some
of the unconscious process that shape
individuals perception of reality as well as
patterns of interaction.
22. • The analysis of cultural issues may benefit
teachers as well as learners by raising awareness
of the hidden cultural assumptions and biases
that they bring to the class room.
• In order to educate the future generations of our
society effectively ,the education system must
be successful teaching all children to
communicate and interact with people from
different backgrounds and different abilities.
23. • Educators must find ways to offer an
excellent education to all students regardless
of their backgrounds.
• for culturally and linguistically diverse
students, issues of diversity, difference and
disability can be quite complex and
challenging for classroom teachers.
24. • Understanding the role that culture plays in the
classroom is essential to effective teaching,
learning and communicative interaction in
general.
• designing programs for diverse audience is not
an easy process. It involves linguistic translation
although language is important.
• more over programs must be designed to be
sustainable within the communities they seek to
involve.
