A Question of Gender-Sensitive Pedagogy: Discourses in Pedagogical Guidelines

Karlson, Ingrid; Simonsson, Maria

doi:10.2304/ciec.2011.12.3.274

Cited by 6 publications

(6 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…'Gender pedagogy' was criticised. Instead of challenging norms and finding new pedagogical strategies, this approach risks strengthening gender stereotypes in the minds of some students, preschool teachers and teacher educators (see Karlson & Simonsson, 2011;Kreitz-Sandberg, 2013). While some people were critical because of the hetero-normative focus on girls and boys, others argued for a need to 'complicate' understandings of gender constructions.…”

Section: Research-based Innovations or Locally Varied Conceptualisatimentioning

confidence: 99%

Global Demands – Local Practices

Kreitz-Sandberg

Lahelma

2021

NJCIE

View full text Add to dashboard Cite

Gender equality is a global aim that has been presented in numerous documents. However, teacher education programs in many countries still lack sustainable strategies for working towards gender equality in education. Working successfully in this area may promote more sustainable practices in schools to reach gender-fair societies. The Nordic countries are known for pro-active gender policies and they provide interesting cases for investigating achievements and struggles in the field. The purpose of this article is, from an international comparative perspective, to explore the rationales and practices when working with issues of gender equality in Finnish and Swedish teacher education and to reflect on related concepts. We describe, analyse and compare local practices, theoretical frameworks and challenges by revisiting gender and teacher education research and equality projects from the 1980s up to today. The comparative methodology chosen facilitates understanding examples from two neighbouring countries, illustrating different ways to develop policies and strategies. Local actors not only follow global claims to work with gender and equality in teacher education but also play an active role and contribute to these discourses. Our study suggests that gender equality cannot be achieved overnight; appropriate strategies need to be negotiated constantly in specific national and institutional contexts at universities and teacher education institutions.

show abstract

Section: Research-based Innovations or Locally Varied Conceptualisatimentioning

confidence: 99%

Global Demands – Local Practices

Kreitz-Sandberg

Lahelma

2021

NJCIE

View full text Add to dashboard Cite

show abstract

“…Gender pedagogy, gender sensitive pedagogy and gender flexible pedagogy are approaches mostly used in Swedish preschools. These concepts refer to art of teaching strategies and practices meant to enhance achievement of gender equity and equality (Samuelsson, 2009;Karlson and Simonsson, 2011). Gender flexible pedagogy incorporates ideals of using alternative forms of masculinities and femininities, while considering gender within the curriculum, resources and activities (Warin and Adriany, 2015).…”

Section: Gender and Pedagogymentioning

confidence: 99%

“…Gender flexible pedagogy incorporates ideals of using alternative forms of masculinities and femininities, while considering gender within the curriculum, resources and activities (Warin and Adriany, 2015). Gender pedagogy allows girls and boys to be given similar opportunities, rights, tasks to develop and explore their abilities and interest without limitations imposed by gendered stereotype roles, norms, and ideas imposed by teachers and other forces (Samuelsson, 2009;Karlson and Simonsson, 2011). Since children's perceptions of gender roles are limited to certain stereotypes, the task of preschool teachers is to present children with available options, guiding them to become critical thinkers of their day to day lives (Pohjolainen and Westendorff, 2014), irrespective of their gender.…”

Section: Gender and Pedagogymentioning

confidence: 99%

“…This contradicts findings by Breneselovic and Krnjaja (2016) who reported teachers 'favouring girls' over boys, since this corresponds to 'feminised' kindergarten culture. However, preschool teachers need to be sensitive and use the names of both boys and girls when reciting poems to children, since as Samuelsson (2009), Karlson andSimonsson (2011), Kinyanjui, (2016) and International Bureau of Education-UNESCO (2017) While FT2 and FT 1 sang songs that are gender neutral, FT 5 seems to be aware of the need to refer to boys and girls when singing. The idea of teachers being gender sensitive while teaching English language is further supported by what they said in regard to the compliments they give to boys and girls.…”

Section: Limited Knowledge On Use Of Gendered Activitiesmentioning

confidence: 99%

See 1 more Smart Citation

‘The unfinished business’: Exploring teachers' views on gender and pedagogical practices in public preschools in Nairobi county, Kenya

Muasya¹,

Kazungu²

2018

Afr Educ Res J

View full text Add to dashboard Cite

Early years of a child, especially during Early Childhood Education (ECE), is a critical period facilitating the formation of gender identity and stereotypes, which could affect the appropriate development of a child. Yet, to date, most studies on gender and pedagogy in ECE have been done outside Africa, and so far none in Kenya. The aim of this study was to explore the views of preschool teachers in regard to gender and pedagogical practices in their teaching of English language through the use of in-depth interviews. Data analysed from interviews transcripts with 15 (14 females and 1 male) preschool teachers shows that in their use of role play, songs, poems, storytelling, group work to teach English language, there are visible aspects of gender stereotypes, more emphasis on masculinity status as compared to femininity. Although preschool teachers encourage children to work in groups of boys and girls, parents seem to be influencing children's choice of their role play. Further, the findings show that although preschool teachers are to some extent gender sensitive, they tend to have limited knowledge on how to use gender responsive pedagogy when teaching boys and girls English language, which confirms the yet 'Unfinished Business of 21st Century'. There is need to train preschool teachers on how to effectively use gender pedagogical practices for purposes of achieving equality as postulated in the 2016 United Nations Sustainable Development Goals.

show abstract

“…The general climate in Sweden, where social construction had been the dominant discourse over decades in public debates and steering documents (Edström, 2010), obviously also plays a role for a generally positive approach towards gender inclusion. Citing Karlson and Simonsson (2011) and their analysis of gender sensitive policies in Swedish preschools: "Opportunities for teachers to strengthen their professional positions by gender-and equality-related competences are evident." (p. 281) There is a wealth of documentation on how gender sensitive work can be conducted in preschools.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Improving Pedagogical Practices through Gender Inclusion: Examples from University Programmes for Teachers in Preschools and Extended Education

Kreitz-Sandberg¹

2016

IJREE

View full text Add to dashboard Cite

Abstract:Working with gender equality in teacher education embraces a wide range of policies and practices. Against the backdrop of relevant research on gender in preschools, universities and teacher education, the study provides an outlook of the praxis on selected Swedish university programmes for preschool teacher education and teachers in extended education. The study is inspired by educational ethnography and applies quantitative and qualitative text analyses of programme and course documents. The article describes how gender perspectives can be systematically incorporated into university teaching through curriculum design and constructive aligned teaching. The author discusses whether the described pedagogical practices and gender inclusion in higher education have the potential to promote (preschool) teacher students' systematic acquisition of values, knowledge and skills as a precondition for improving sustainable pedagogical practices. The article also touches on the relevance of the results for the field of extended education and academic training for pedagogues and teachers who work in non-formal educational settings.

show abstract

A Question of Gender-Sensitive Pedagogy: Discourses in Pedagogical Guidelines

Cited by 6 publications

References 4 publications

Global Demands – Local Practices

Global Demands – Local Practices

‘The unfinished business’: Exploring teachers' views on gender and pedagogical practices in public preschools in Nairobi county, Kenya

Improving Pedagogical Practices through Gender Inclusion: Examples from University Programmes for Teachers in Preschools and Extended Education

Contact Info

Product

Resources

About