Socio Gender and Education PDF

Socio Gender and 197 Education  Learning outcomes 1 2 3 Demonstrate Examine how Discuss ways critical and educational in achieving reflective environments gender-fair thought on the contribute to education po...

Socio Gender and 197 Education  Learning outcomes 1 2 3 Demonstrate Examine how Discuss ways critical and educational in achieving reflective environments gender-fair thought on the contribute to education power of the education in construction of reproducing or gender  Outlne of Presentation 1. Reproduction of Gender Dualism in School setting 2. Discursive practices that shape/construct gender 3. Ways to achieve gender-fair education Discussion point: Identify a personal experience in which you felt that gender bias or stereotypes were imposed at school? Bronwyn Davies' work, "The Discursive Production of the Male/Female Dualism in School Settings,“ is rooted in poststructuralist theory, which emphasizes the role of language and social interactions in shaping individual identities and societal norms.  Reproduction of Gender Dualism in School Discursive practices Davies argues Through various This dualism that schools discursive practices— simplifies complex are not neutral such as language use, human behaviors spaces; rather, classroom and attributes them interactions, and to fixed gender roles, they actively institutional policies— influencing how participate in schools create a students perceive producing and framework where themselves and each reinforcing male and female other. gender identities are binaries. constructed as  Reproduction of Gender Dualism in School Gender as a Social Construct Gender is not an Teachers, as Reinforcement of inherent quality but socializing agents, stereotypes limits a social construct play a crucial role in individual expression shaped by cultural this process by and perpetuates the narratives and modeling behaviors male/female institutional and expectations that dichotomy. practices. align with traditional gender roles. Reproduction of Gender Dualism in School Incorrigibility  refers to the pervasive and entrenched nature of male- female binaries within societal structures, particularly in educational settings. Reproduction of Gender Dualism in School Incorrigibility  refers to the pervasive and entrenched nature of male- female binaries within societal structures, particularly in educational settings. Reproduction of Gender Dualism in School Incorrigibility  The male-female dualism is so deeply embedded in social practices and institutional frameworks that it becomes almost impossible to escape or challenge. Reproduction of Gender Dualism in School Incorrigibility  Policies that do not critically examine and address the underlying assumptions about gender can inadvertently perpetuate incorrigibility. Reproduction of Gender Dualism in School Incorrigibility  To combat the incorrigibility of gender dualism, teacher training programs need to incorporate feminist and poststructuralist theories that encourage educators to recognize their own biases and the impact of their teaching practices on students' Reproduction of Gender Dualism in School Incorrigibility  Schools should develop support systems that actively challenge the incorrigibility of gender dualism by providing resources for students who do not conform to traditional gender roles. This includes counseling services, support groups, and educational materials that validate a spectrum of gender identities Discursive Practices that shape gender 1. Teacher-Student Interactions Teacher-student interactions can either challenge or reinforce gender norms. For example, when teachers unconsciously favor certain behaviors associated with one gender over another, they contribute to the internalization of these roles among students. This dynamic can lead to a classroom environment where students Discursive Practices that shape gender Language and discourse are not merely tools for communication but are instrumental in constructing social realities. In school settings, discursive practices categorize students into male and female identities, creating a binary framework that influences how individuals perceive themselves and others. This categorization is often reinforced by teachers and educational materials, which serve as socializing agents that promote Discursive Practices that shape gender The production of self-concept is deeply intertwined with societal categories of gender. Students learn to navigate their identities within the constraints imposed by these categories, which can lead to feelings of inadequacy or pressure to conform to societal expectations. The discourse surrounding gender in schools directs individuals toward specific paths that align with traditional male or female roles. Discursive Practices that shape gender Davies highlights the significance of the body in discursive practices, noting that gendering occurs not only through language but also through physical behaviors and expectations. This embodiment of gender roles further complicates how identities are formed within educational contexts. Discursive Practices that shape gender Drawing on Foucault's theories, Davies emphasizes that discursive practices operate within power relations, influencing how individuals internalize gender norms. This means that the ways in which teachers and students interact can either challenge or reinforce traditional gender roles, affecting students' self-concepts and behaviors. Discursive Practices that shape gender FLUIDITY AND RESISTANCE While discursive practices often promote rigid gender binaries, Davies acknowledges that they are also sites of negotiation and resistance. Discursive Practices that shape gender 2. Curriculum Design The curriculum also plays a significant role in the discursive production of gender. Davies argues that educational content often reflects and perpetuates traditional gender roles, limiting exposure to diverse perspectives. By critically examining curricular materials and teaching methods, educators can work towards creating a more inclusive  STRATEGIES TO ADDRESS GENDER BIAS IN EDUCATION 1. Recognizing 2. Inclusive 3. Teacher and challenging Curriculum Training and the discursive Developmen Awareness practices t  g C o- u ragin. Enco cation 4 edu 5. C re ating Envir Supportiv onme e nt s  Key Components of a Gender- Fair Education (Quezada- Add a main point Add a main point Add a main point Add a main Reyes,__) point Awareness and Inclusive Pedagogy Policy Community Sensitivity Recommendations Engagement Educators must be Teaching strategies The agenda calls for trained to understand should be inclusive of institutional policies that Engaging parents all genders. This support gender-fair gender dynamics and education at all levels, from and communities in how they impact means moving away primary schools to higher learning. This includes from traditional education institutions. (Ex. discussions about recognizing the methods that may favor implementing gender- different ways boys and one gender over sensitive policies that gender equity in girls may engage with another and instead address issues such as education is adopting practices that harassment and content and participate discrimination within in discussions. engage all students educational settings.) crucial. equally. Key Principles Of Gender- Fair Education 1. Equitable Access to Education: Ensuring that all students, regardless of gender, have equal opportunities to access quality education. This includes addressing barriers that disproportionately affect girls and marginalized groups. Key Principles Of Gender- Fair Education 2. Curriculum Inclusivity: Developing curricula that reflect the contributions and experiences of all genders. This involves integrating gender-sensitive content that challenges stereotypes and promotes diverse perspectives. Key Principles Of Gender- Fair Education 3. Teacher Training and Awareness: Providing educators with training on gender sensitivity to recognize and mitigate their own biases. Teachers should be equipped to foster an inclusive classroom environment where all students feel valued and respected. Key Principles Of Gender- Fair Education 4. Promoting Gender Equality in Classroom Practices: Encouraging teaching methods that support cooperative learning and discourage gender-based discrimination. This includes being mindful of classroom interactions and ensuring that all voices are heard. Key Principles Of Gender- Fair Education 5. Community Engagement: Involving parents and communities in discussions about gender equity in education. Community support is crucial for reinforcing the values of gender-fair education outside the classroom. Key Principles Of Gender- Fair Education 6. Policy Development: Advocating for institutional policies that support gender equality in education at all levels. This includes implementing measures to combat harassment and discrimination within educational settings. Key Principles Of Gender- Fair Education 7. Monitoring and Evaluation: Establishing mechanisms to assess the effectiveness of gender-fair practices in schools. Continuous evaluation helps identify areas for improvement and ensures accountability in achieving gender equity goals.  Gender-fair Teaching Strategies 1. Use Gender-Neutral Language 2. Avoid Stereotypes 3. Promote Mixed Group Work 4. Intentionally Arrange Seating 5. Address Gender Bias in Classroom Interactions  Gender-fair Teaching Strategies 6. Challenge Gendered Language 7. Create an Inclusive Environment 8. Establish Class Rules Together 9. Provide Equal Feedback 10. Encourage Open Discussions on Gender Issues  References Davies, Browyn.(1989). “The Discursive Production of the Male/Female Dualism in School Settings”in Oxford Review of Education, Vol. 15, No. 3, Gender and Education: Current Issues. pp. 229-241. uezada-Reyes, Zenaida. (2000). “An Agenda for gender-Fair Education” Thank you! Write a closing statement or call-to-action here.