DELHI TEACHERS’ TRAINING COLLEGEDEENPUR, NAJAFGARH, NEW DELHI – 110043(Affiliated to G.G.S.I.P. University, Delhi – 110075)

B.Ed. 2015 – 2017Semester - IV

Submitted By:- Swati GhanselaEnrollment No.- 05940202115

SEMESTER -4ASSIGNMENT On

Reproducing gender in school for achieving gender equality

(B.ED214)

GENDER EQUALITY 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.

CURRICULUM INEQUALITY

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.

GENDER EQUALITY THROUGH CURRICULA

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.

TEXTBOOKS

Textbook 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.

NEED OF TEXTBOOK 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.

TEXTBOOK AND GENDER INQUALITY

  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.

Areas to ensure parity between men and women, boys and girls  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

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.

Implementations 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.

 SUGGESTION FOR DEVELOPING AN EGALITARIAN GENDER SYSTEM IN TEXTBOOKS

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.

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.

STUDENT- TEACHER INTERACTION

1. Peer collaborationTeacher used a programmed problem solving process to address the need of students. The steps are:-a)Problem identification and clarification of questionb) Problem statementc) Intervention identificationd) Intervention evaluationTeacher using the processa) became more tolerant of diversity in student cognitive ability,b) became more confident in successfully handling classroom problems.

4. Team Teachinga)Employee teacher training

approach to maximise strength and minimise weakness.

b) Teachers are assigned to teach together by combining their classes

5. Teacher Mentorsa) 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.

2.Teacher Assistance Teamsa)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 Coachinga) 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.

Conclusion 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.