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GENDER AND SCHOOL CURRICULUM
The document discusses the impact of gender on school curricula, highlighting how traditional educational practices perpetuate gender bias through curriculum content, teacher interactions, and socialization. It emphasizes the need for gender equality in educational materials and teaching strategies, advocating for equal representation of all genders and the development of a more inclusive curriculum. The conclusion stresses the role of education in fostering societal change towards gender equality.
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Introduces gender as a social construct and defines curriculum as school content.
Discusses gender inequality reflected in traditional curriculum and emphasis on male-centric narratives.
Analyzes gender roles presented in primary, secondary, and higher secondary curriculums.
Explains gender bias in educational experiences and the impact of biased materials.
Examines classroom interactions, teachers' roles in gender perception, and promoting equality.
Highlights schools' influence on gender socialization and the need for equitable practices.
Addresses the need for transgender inclusion in education and developing equitable curricula.
Concludes the presentation emphasizing education's role in gender equality and thanks supporters.
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GENDER AND SCHOOL CURRICULUM
- 1. GENDER AND SCHOOL CURRICULUM Submittedby S. JENOVA B. Ed 1st Year (Computer science) Sivanthi College of Education Kundrathur Chennai. TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 2. Meaning of Gender Gender is the concept developed by the society. It refers to the socially constructed identities of men and women such as norms, roles and relationships between group of women and men. Meaning of Curriculum • Curriculum refers to the lesson and academic content taught in a school or in a specific course or program TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 3. Gender Disparity inCurriculum The gender inequality may be reflected in the traditional curriculum in the following ways I. Associating different subjects with masculinity and femininity II. Teachers presenting teaching materials differently for girls and boys TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 4. Gender bias operatesin almost all facts of the school life GENDER AND SCHOOL CURRICULUM Curriculum content Gender bias in Education Role of Teacher Role of School TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 5. CURRICULUM CONTENT Representation ofGender roles in Textbook and Curriculum Content matter usually not giving enough importance to women achievers and their achievement. In the school curriculum, history and language lessons provide more opportunities for gender inequality being expressed. UNESCO study of teaching materials used in schools of different countries across the world found overwhelmingly strong gender bias. TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 6. Gender Stereotype inschool textbooks and curriculum PRIMARY SCHOOL LEVEL In this level textbook contain pictorial illustration explaining the gender roles and functions of family members like father, mother, brother, sister etc. This makes a deep impression in the minds of young children about what men/women should do and what they should not do. TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 7. o Names offemale characters ignored in the literature – e.g. Mother of Kovalan/Kannagi in Silappathikaram o Exceptions in this are some of the prominent names like Yasodhara (w/o Buddha), Asoka’s daughter Sangamitra etc. o Other prominent names include Sembian Mahadevi & Kundavai Nachiyar of Chozha kingdom and Meenakshi and Koperndevi of Pandia Kingdom o Character of Chastity was adored through the characters of Sita in Ramayana and Kannagi in Silappathigaram SECONDARY SCHOOL LEVEL TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 8. o Allocation ofcourses based on sex – e.g.. Fine arts/Home management for girls and Engineering or Math for boys etc. o Similarly sports requiring heavy physical activity is considered for boys o In filed activities too girls are assigned works as cooking or serving food against works as road repairing or participating in awareness programs for boys Equal importance to all genders Unbiased ideas in relation to genders Equal representation to all genders Roles according to one’s ability HIGHER SECONDARY LEVEL TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 9. GENDER BIAS INEDUCATION Gender-bias in Education refers to treating boys and girls differently in all school activities and learning experiences provided, such as the process of socialization, classroom interaction textbooks used, curricular and co- curricular activities, resources and facilities made available to students etc… TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 10. Educational Material Genderbias is indirectly taught to students through textbook and other learning materials. Using Textbooks which Ignore the Contributions women and those containing stereotype gender roles and add to gender bias in the school curriculum Use of gender equitable learning material help students develop gender balanced knowledge, desirable attitudes towards gender roles and gender just behavior. TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 11. Classroom Interaction Generallyin classroom interaction teachers’ reaction to students’ response will be any one of the following Provide Feedback to student response Teacher correcting the response Commenting on the response Accepting on the student response TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 12. ROLE OF TEACHER Teachers play a very important role during the childhood and their ideas and beliefs are capable of affecting the thought patterns of young children. A Teacher should be a role model by one’s classroom activities and behavior for student to develop positive attitudes towards gender equality. In our classroom activities, teachers unintentionally reinforce traditional gender roles of which the following are the important ones Higher expectations of boys achieving than girls Teacher asking questions only to boys often. Teachers generally help boys to complete the assignment. TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 13. Positive attitude ofTeacher Treating boys and girls equally Encouraging students of both gender to participate actively in classroom discussions and Experiments. Ensuring there is no gender-bias in the curriculum and instructional materials. Selecting Textbooks free from gender- bias. Taking care of cultural differences among students Avoiding traditional roles to student while assigning tasks. TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 14. Engaging non-traditionalchoices. Teachers having equal expectations for boys and girls in Academic Achievement Allowing equal wait time for girls and boys to answer in the class. Creating conducive learning environment in the classroom TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 15. ROLE OF SCHOOL Sittingin the same classroom, Reading the same textbook, Listening to the same Teacher, boys and girls receiving different education -(Sadker 1994) TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 16. Gender socialization Gender identityis developed in an individual right from birth, by various social agencies like family, neighbors, peers, etc.. Gender socialization takes place even in our school. Make girls feel that they are not equal to boys. separate seating arrangement for boys and girls, uniforms, separate toilet, games and sports events make them feel that they are treated differently. Schools could develop the attitude of gender equality among its students by providing appropriate school climate and school practices. TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 17. TRANSGENDER Those whose identityas male or female is not clearly evident.. Educating Transgender and providing them with skill development can change their life for the better… TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 18. Developing school curriculumfor Gender Equality National policy of Education and National Curriculum Framework stressed the importance of gender equality in curriculum. Researchers have identified these attributes that are to be kept in mind while developing a gender-equitable curriculum and textbook. Give equal importance and representation to both gender. Ideas expressed in relation to gender should be unbiased and very clear. Having positive views and attitudes towards both genders. Integrating the gender roles of men and women Acceptance of social roles, according to one’s own abilities and capacity, without any gender discrimination Without showing any bias or discrimination towards transgender, schools should play an important role in developing their abilities and skills. TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 19. Conclusion “Education is astrong mean to bring social change. Education institutions can play a prominent role in achieving gender equality.” “Both men and women should feel free to be sensitive and to be strong.. It is time that gender is perceived on a spectrum not as two opposing sets of ideas.” TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 20. ACKNOWLEDGEMENT My sincerethanks to Administrative officer(AO),principal and All the staff members of Sivanthi College of Education, Kundrathur. Thiagarajar College of Preceptors, Madurai for organizing the TCP PRESENTO 2020. I specially thank my well wishers for the support oMr. Sudhahar A oMrs. Srividya Anandhakrishnan oMrs. Archana Venkat TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.
- 21. REFERENCES Gender Schooland Society, B. Ed., First year, - Prof K. Nagarajan TNTEU Course Material https://images.app.goo.gl/xGKuPocWfN21FUwA7 https://images.app.goo.gl/tSGojBv6DXSfUFaR8 https://opinionfront.com/gender-discrimination-in-education https://www.aclu.org/blog/lgbt-rights/transgender-rights/lets- be-clear-transgender-discrimination-sex-discrimination https://pursuit.unimelb.edu.au/articles/schools-connect-with- gender-respect https://commons.wikimedia.org/wiki/File:A_TransGender- Symbol_Plain1.png https://www.pinterest.com/pin/384213411929870156/?d=t&mt TCP PRESENTO 2020, THIAGARAJAR COLLEGE OF PRECEPTORS, MADURAI.