Reproducing gender in school for achieving gender equality, inclusive education, GENDER EQUALITY

1. Submitted By:-
Swati Ghansela
Enrollment No.- 05940202115

2. SEMESTER -4
ASSIGNMENT On
Reproducing gender in school for
achieving gender equality
(B.ED214)

4.  Gender stereotypes are highly detrimental to
academic and personal achievement of boys
and girls alike, both in the short and long term.
 Stereotypes retain inequality and do not allow
individual growth and discovery.
 When education fulfils its potential goal, all
individuals have enhanced opportunities to
change their lives.
 The curriculum plays a particular role in
strengthening individuals, both in present
decisions and future actions.

5.  Textbooks are used by teachers as a core
means of teaching in 70-95% of classroom
time. Gender-sensitive books can encourage
children to discuss gender stereotypes and help
promote equitable behaviour.
 In India, on average, more than half the
illustrations in primary English, Hindi,
mathematics, science and social studies
textbooks depicted only males, while only 6%
showed just females.

6.  It is important to deal with the concern that even though India
has a clear policy on undifferentiated curricula for both sexes,
biases and stereotypes creep through the learning materials
as well as through those who handle them.
 The NPE emphasizes the core values such as equality
between sexes, ending social evils and practices derogatory
to women, small family norm, etc.
 The NPE and Programme of Action (POA) highlight the need
to improve the social, nutritional, and health status of the girls
and Early Childhood Care and Education (ECCE) as an
integral component of the Universal Elementary Education
(UEE).
 The POA emphasizes the need to revise textbooks to remove
gender bias and gender sensitize all educational personnel.

8.  Textbook – the core learning
medium composed of text
and or images designed to
bring about a specific set of
education outcomes.
Although most textbooks
aren’t only published in
printed format, many are
now available as online
electronic books.

9.  Text book is a basic learning toll for pupil and
teacher .It contribute to learning through
dissemination of knowledge but also play in
children upbringing by direction or indirectly
transmitting models of social behavior , norm
and values
 Text book powerful teaching material which
includes pictures, figures, illustrations that
stimulate the interest of young pupil. It is used
to highlight , simplify and symbolize the
essential message.

10.  Lack of books and supply.
 Representation of gender in
textbooks and interaction
with teacher
 Lag behind social and
economic changes in the role
of women in various spheres.

11.  Between men, women,
girls and boys in both
text and illustration.
 In all different parts of
textbook such as the
lesson, passage of text
and exercise.
 In the casting of hero
characters and minor
figures

12.  In the position and size of
characters in illustration.
 In the distribution of
educational functions.
 In presenting or referring
of well know figures in
the fields of politics,
science , literature, sports
the arts and economics.

13.  Gender equality will therefore form part of curricula
and syllabuses whatever the subject. It must be
reflected clearly and concretely in subject content
and in the introduction of new subjects (such as
education for citizenship) as well as in modules
addressing the topics of gender equality,
discrimination, violence in school.
 Gender training is useful at all levels of
management for curriculum and textbook
specialists.

14. 1. Criteria
 The elimination of stereotypes and the most
blatant sexism is insufficient. All representation is
boys girl men and women must be monitored.
 Avoid sexist language.
2 . Characters gender
 It can be done combing various types of ; a
pronouns he/she, surname ,a profession or
occupation another status landlords , tourist.
 If characters of both sexes appear in the same
text , do not automatically start with the male.

15. 3 Illustration.
 The gulf between traditional and
modernity should be bridge a Indian
men wearing western clothes while
female character always shown
wearing traditional saree and girls are
never shown in trouser and so on
should not be illustrated.

17. 1. Peer collaboration
Teacher used a programmed problem
solving process to address the need of
students. The steps are:-
a)Problem identification and
clarification of question
b) Problem statement
c) Intervention identification
d) Intervention evaluation
Teacher using the process
a) became more tolerant of diversity in
student cognitive ability,
b) became more confident in successfully
handling classroom problems.

18. 4. Team Teaching
a)Employee teacher training approach to
maximise strength and minimise
weakness.
b) Teachers are assigned to teach
together by combining their classes
5. Teacher Mentors
a) naturally teachers emerges in school
and can be a powerful source of
professional growth for other teachers.
b) Master teachers are assigned with new
teachers to enhance his or her skills, for
support and successful transition.

19. 2.Teacher Assistance Teams
a)A group of teacher meet & brainstorm options for teacher
experiencing problems in class.
b) Effective teams provides support to the teacher to
address the needs of students experiencing problems.
3. Peer Coaching
a) Teachers are praised to form small groups,
b) They provided feedback on each other's teaching
strategies,
c) Coaches observed the fellow teachers and helped in
enhancement & growth of their target areas.

20.  To ensure inclusion of gender equality as a
value, UNESCO recommends that
advantage be taken of opportunities for
change concerning, among other things,
teaching methods and curricula. Thus the
issuing of new textbooks can offer an
opportunity to address the question of
equality, textbook content and interaction.
The recognition of new values must be
covered publicity and/or training: posters,
broadcasts, study days , etc.