Gender Identities and Gender Inclusive Education: Exploring the Perspective of Educators in Private Schools
Keywords:
Gender-responsive pedagogical practices, gender mainstreaming, gender stereotypesAbstract
The major focus of the study was to examine the teachers’ conceptions, classroom dynamics, and role of peer support in teaching mixed genders in private primary education schools in sub-district Rawalpindi, Pakistan. We used qualitative approach to gather the perspective of Five teachers relating to gender dynamics, challenges in the classroom for bridging gender gap and promoting gender-responsive pedagogy. The study revealed that the teachers are lacking gender-awareness and gender-inclusive pedagogy. Furthermore, the gender conceptualisation phenomenon is the interplay of parental, cultural, ideological and academic factors that must not be restricted to school. The study also concluded that male and female teachers are facing various challenges relating to seating arrangements, classroom management, managing indoor and outdoor sports for gender mainstreaming. We need a comprehensive gender policy framework for the school to implement inclusive gender-responsive pedagogy.
References
Admiraal, W., Huizenga, J., Heemskerk, I., Kuiper, E., Volman, M., & Dam, G. Ten. (2014). Gender-inclusive game-based learning in secondary education. International Journal of Inclusive Education, 18(11), 1208–1218. https://doi.org/10.1080/13603116.2014.885592
Atang Setiawan. (2012). No Title طرق تدريس اللغة العربية. Экономика Региона, 8(1), 32.
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. SSRN Electronic Journal, March. https://doi.org/10.2139/ssrn.4337484
Bayne, E. (2009). Gender pedagogy in Swedish pre-schools: An Overview. Gender Issues, 26(2), 130–140. https://doi.org/10.1007/s12147-009-9076-x
Bondestam, F., & Lundqvist, M. (2020). Sexual harassment in higher education–a systematic review. European Journal of Higher Education, 10(4), 397–419. https://doi.org/10.1080/21568235.2020.1729833
Burt, Z., Nelson, K., & Ray, I. (2016). Towards gender equality through sanitation access. In UN Women (Issue August). http://www2.unwomen.org/~/media/headquarters/attachments/sections/library/publications/2016/towards-gender-equality-through-sanitation.pdf?v=1&d=20160311T225952
Cerna, L., Mezzanotte, C., Rutigliano, A., Brussino, O., Santiago, P., Borgonovi, F., & Guthrie, C. (2021). Promoting inclusive education for diverse societies: A conceptual framework. OECD Education Working Papers, 260, 0_1,1-4,6-57. https://doi.org/10.1787/94ab68c6-en
DiFonzo, N., & Bordia, P. (1998). Reproduced with permission of the copyright owner . Further reproduction prohibited without. Journal of Allergy and Clinical Immunology, 130(2), 556. http://dx.doi.org/10.1016/j.jaci.2012.05.050
Dowd, C., Shell, A., Thamaini, V., & Trackman, L. (2018). Gender Responsive Pedagogy: A Toolkit for Teachers and Schools. 1–180.
Du, H., Xiao, Y., & Zhao, L. (2021). Education and gender role attitudes. In Journal of Population Economics (Vol. 34, Issue 2). Journal of Population Economics. https://doi.org/10.1007/s00148-020-00793-3
Erdol, T. A. (2019). Practicing Gender Pedagogy: The Case of Egalia. Journal of Qualitative Research in Education, 7(4), 1–21. https://doi.org/10.14689/issn.2148-2624.1.7c.4s.3m
Freire, P. (n.d.). Pedagogy of the Oppressed.
Kastner, P. (2020). A Resilience Approach to Transitional Justice? Journal of Intervention and Statebuilding, 14(3), 368–388. https://doi.org/10.1080/17502977.2019.1709775
Laure Humbert, A., & Hubert, A. (2021). Gender Equality Index. In Handbook on Diversity and Inclusion Indices. https://doi.org/10.4337/9781788975728.00015
Meho, L. I. (2021). The gender gap in highly prestigious international research awards, 2001–2020. Quantitative Science Studies, 2(3), 976–989. https://doi.org/10.1162/qss_a_00148
Narang, N. (2014). Exploring Gender Relations in the Context of School Practices. IMPACT: International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL), 2(2), 73–82. http://www.impactjournals.us/journals.php?id=11&jtype=2&page=4
Parry, A. (2002). Handbook of Qualitative Research. Physiotherapy, 88(7), 444. https://doi.org/10.1016/s0031-9406(05)61288-6
Roslan, N. M., & Abdul Hamid, M. S. (2020). The Effetiveness of Co-curricular Activities by Integrated Living Skills Unit in Enhancing Students’ Soft Skills. Journal of Social Sciences and Humanities, 17(4), 162–172.
Schuelka, M. J. (2012). Implementing Inclusive Education. Implementing Inclusive Education, August. https://doi.org/10.14217/9781848591271-en
Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27(June 2018), 205–217. https://doi.org/10.1016/j.edurev.2019.03.007
Singh, A. (2017). Effect of Co-Curricular Activities on Academic Achievement of Students. IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526), 6(3), 241. https://doi.org/10.21013/jems.v6.n3.p4
Singh, B., & Kumar, A. (2016). Effect of Emotional Intelligence and Gender on Job Satisfaction of Primary School Teachers. European Journal of Educational Research, 5(1), 1–9. https://doi.org/10.12973/eu-jer.5.1.1
Theodoridis, T., & Kraemer, J. (n.d.). No 主観的健康感を中心とした在宅高齢者における 健康関連指標に関する共分散構造分析Title.
Tyson, M. M., Sauers, N. J., Muzammul, M., Ben-Haim, Y., Tom-Tov, E., Luan, H., Geczy, P., Lai, H., Gobert, J., … S. B.-F. and credit Y.-F. in X.-C. on I. and E., 2020, U., Williamson, B., Pykett, J., Nemorin, S., Wu, J. Y., Hsiao, Y. C., Nian, M. W., Kharbat, F. F. F., Alshawabkeh, A., … 2021, U. (2021). Artificial Intelligence in Education. Springer, 11(1), 51–60. https://doi.org/http://dx.doi.org/10.14201/ADCAIJ2019825160
Uzair-ul-Hassan, M., Parveen, I., Mishal, & De Souza, J. (2023). Gender Fair Participation for Girls in Co-Curricular Activities (CCA): Barriers and Enablers in Pakistan’s Education. Pakistan Journal of Humanities and Social Sciences, 11(2), 2837–2849. https://doi.org/10.52131/pjhss.2023.1102.0573
Yelvita, F. S. (2022). No Titleהכי קשה לראות את מה שבאמת לנגד העינים. הארץ, 8.5.2017, 2003–2005.
Yoon, C. (2014). 済無No Title No Title No Title. Paper Knowledge . Toward a Media History of Documents, February.
Kotherja, O. (2013, July). Teachers' motivation importance and Burnout effect in the educational development. Albania International Conference on Education.
Morawski, J. (2014). Socialisation. In: Teo, T. (eds) Encyclopedia of Critical Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5583-7_295
Hussain, M., Naz, A., Khan, W., Daraz, U., & Khan, Q. (2015). Gender stereotyping in family:
An institutionalized and normative mechanism in Pakhtun Society of Pakistan. Sage Open, 5(3), 2158244015595258.
Mahler, D., Großschedl, J., & Harms, U. (2018). Does motivation matter?–The relationship between teachers’ self-efficacy and enthusiasm and students’ performance. PloS one, 13(11), e0207252.
Martin, M. E. (2016). Towards an inclusive education: The impact of gender and socio-economic status. International Journal of Inclusive Education, 20(12), 1303-1319. DOI:10.1080/13603116.2016.1167604
Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological review, 88(4), 354. https://www.studysmarter.co.uk/explanations/psychology/gender/kohlberg-theory/
Admiraal, W., Huizenga, J., Heemskerk, I., Kuiper, E., Volman, M., & Dam, G. Ten. (2014). Gender-inclusive game-based learning in secondary education. International Journal of Inclusive Education, 18(11), 1208–1218. https://doi.org/10.1080/13603116.2014.885592
Atang Setiawan. (2012). No Title طرق تدريس اللغة العربية. Экономика Региона, 8(1), 32.
Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. SSRN Electronic Journal, March. https://doi.org/10.2139/ssrn.4337484
Bayne, E. (2009). Gender pedagogy in Swedish pre-schools: An Overview. Gender Issues, 26(2), 130–140. https://doi.org/10.1007/s12147-009-9076-x
Bondestam, F., & Lundqvist, M. (2020). Sexual harassment in higher education–a systematic review. European Journal of Higher Education, 10(4), 397–419. https://doi.org/10.1080/21568235.2020.1729833
Burt, Z., Nelson, K., & Ray, I. (2016). Towards gender equality through sanitation access. In UN Women (Issue August). http://www2.unwomen.org/~/media/headquarters/attachments/sections/library/publications/2016/towards-gender-equality-through-sanitation.pdf?v=1&d=20160311T225952
Cerna, L., Mezzanotte, C., Rutigliano, A., Brussino, O., Santiago, P., Borgonovi, F., & Guthrie, C. (2021). Promoting inclusive education for diverse societies: A conceptual framework. OECD Education Working Papers, 260, 0_1,1-4,6-57. https://doi.org/10.1787/94ab68c6-en
DiFonzo, N., & Bordia, P. (1998). Reproduced with permission of the copyright owner . Further reproduction prohibited without. Journal of Allergy and Clinical Immunology, 130(2), 556. http://dx.doi.org/10.1016/j.jaci.2012.05.050
Dowd, C., Shell, A., Thamaini, V., & Trackman, L. (2018). Gender Responsive Pedagogy: A Toolkit for Teachers and Schools. 1–180.
Du, H., Xiao, Y., & Zhao, L. (2021). Education and gender role attitudes. In Journal of Population Economics (Vol. 34, Issue 2). Journal of Population Economics. https://doi.org/10.1007/s00148-020-00793-3
Erdol, T. A. (2019). Practicing Gender Pedagogy: The Case of Egalia. Journal of Qualitative Research in Education, 7(4), 1–21. https://doi.org/10.14689/issn.2148-2624.1.7c.4s.3m
Freire, P. (n.d.). Pedagogy of the Oppressed.
Kastner, P. (2020). A Resilience Approach to Transitional Justice? Journal of Intervention and Statebuilding, 14(3), 368–388. https://doi.org/10.1080/17502977.2019.1709775
Laure Humbert, A., & Hubert, A. (2021). Gender Equality Index. In Handbook on Diversity and Inclusion Indices. https://doi.org/10.4337/9781788975728.00015
Meho, L. I. (2021). The gender gap in highly prestigious international research awards, 2001–2020. Quantitative Science Studies, 2(3), 976–989. https://doi.org/10.1162/qss_a_00148
Narang, N. (2014). Exploring Gender Relations in the Context of School Practices. IMPACT: International Journal of Research in Humanities, Arts and Literature (IMPACT: IJRHAL), 2(2), 73–82. http://www.impactjournals.us/journals.php?id=11&jtype=2&page=4
Parry, A. (2002). Handbook of Qualitative Research. Physiotherapy, 88(7), 444. https://doi.org/10.1016/s0031-9406(05)61288-6
Roslan, N. M., & Abdul Hamid, M. S. (2020). The Effetiveness of Co-curricular Activities by Integrated Living Skills Unit in Enhancing Students’ Soft Skills. Journal of Social Sciences and Humanities, 17(4), 162–172.
Schuelka, M. J. (2012). Implementing Inclusive Education. Implementing Inclusive Education, August. https://doi.org/10.14217/9781848591271-en
Siddiq, F., & Scherer, R. (2019). Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy. Educational Research Review, 27(June 2018), 205–217. https://doi.org/10.1016/j.edurev.2019.03.007
Singh, A. (2017). Effect of Co-Curricular Activities on Academic Achievement of Students. IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526), 6(3), 241. https://doi.org/10.21013/jems.v6.n3.p4
Singh, B., & Kumar, A. (2016). Effect of Emotional Intelligence and Gender on Job Satisfaction of Primary School Teachers. European Journal of Educational Research, 5(1), 1–9. https://doi.org/10.12973/eu-jer.5.1.1
Theodoridis, T., & Kraemer, J. (n.d.). No 主観的健康感を中心とした在宅高齢者における 健康関連指標に関する共分散構造分析Title.
Tyson, M. M., Sauers, N. J., Muzammul, M., Ben-Haim, Y., Tom-Tov, E., Luan, H., Geczy, P., Lai, H., Gobert, J., … S. B.-F. and credit Y.-F. in X.-C. on I. and E., 2020, U., Williamson, B., Pykett, J., Nemorin, S., Wu, J. Y., Hsiao, Y. C., Nian, M. W., Kharbat, F. F. F., Alshawabkeh, A., … 2021, U. (2021). Artificial Intelligence in Education. Springer, 11(1), 51–60. https://doi.org/http://dx.doi.org/10.14201/ADCAIJ2019825160
Uzair-ul-Hassan, M., Parveen, I., Mishal, & De Souza, J. (2023). Gender Fair Participation for Girls in Co-Curricular Activities (CCA): Barriers and Enablers in Pakistan’s Education. Pakistan Journal of Humanities and Social Sciences, 11(2), 2837–2849. https://doi.org/10.52131/pjhss.2023.1102.0573
Yelvita, F. S. (2022). No Titleהכי קשה לראות את מה שבאמת לנגד העינים. הארץ, 8.5.2017, 2003–2005.
Yoon, C. (2014). 済無No Title No Title No Title. Paper Knowledge . Toward a Media History of Documents, February.
Kotherja, O. (2013, July). Teachers' motivation importance and Burnout effect in the educational development. Albania International Conference on Education.
Morawski, J. (2014). Socialisation. In: Teo, T. (eds) Encyclopedia of Critical Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5583-7_295
Hussain, M., Naz, A., Khan, W., Daraz, U., & Khan, Q. (2015). Gender stereotyping in family:
An institutionalized and normative mechanism in Pakhtun Society of Pakistan. Sage Open, 5(3), 2158244015595258.
Mahler, D., Großschedl, J., & Harms, U. (2018). Does motivation matter?–The relationship between teachers’ self-efficacy and enthusiasm and students’ performance. PloS one, 13(11), e0207252.
Martin, M. E. (2016). Towards an inclusive education: The impact of gender and socio-economic status. International Journal of Inclusive Education, 20(12), 1303-1319. DOI:10.1080/13603116.2016.1167604
Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological review, 88(4), 354. https://www.studysmarter.co.uk/explanations/psychology/gender/kohlberg-theory/
