✘ Gender school

✘ society

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✘ 0. gender?
✘ 1.Gender role ?
✘ 2.gender sensitivity
✘ 3.child right?-
✘ Ans:are the subset of human rights with particular attention to the right of special protection and care afforded to
miners
✘ 4. Gender ethics?
✘ Ans:1.understand criticize and correct how gender operates in our moral belief and practices and
✘ approaches
✘ 2.Study of how gender influence our moral values and beliefs
✘ 5. gender steriotypes
✘ 6. radical feminist perspective ?
✘ 7. recent issues
✘ 8. sexual abuse verbalization of sexual abuse?
✘ 9.gender identity construction in school
✘ 10gender equality in classroom
✘ 11.ans
✘ 12.role of media: role in ensuring safety. create gender-sensitive and gender-transformative content and
break gender stereotypes. By challenging traditional social and cultural norms and attitudes regarding gender perceptions
both in content and in the media houses. By showing women in leadership roles and as experts on a diversity of topics on a
daily basis Copyright Bhavans Gurukul
✘ School as the miniature of society?
✘ Role and functions of school in democratic society
✘ Influence of education on society
✘ school as an agent of social change
✘ Role of NGO in creating parity?
✘ CASTE AND GENDER
✘ WOMAN EMPOWERMENT GENDER EQUALITY
✘ CURRICULAR ACTIVITIES FOR GENDER PARITY
✘ Family and gender
✘ Gender issues in india and kerala
✘ Influence of management in functioning of school
✘ Recent issues
✘ Safety at school as a secondary teacher
✘ Inequalities in india
✘ Teacher in gender education
✘ Objectification female body
✘ Masculinity and femineity
✘ Patriarchy and matriarchy
✘ Gender equality and equity Copyright Bhavans Gurukul
Copyright Bhavans Gurukul
Copyright Bhavans Gurukul
1. Masculinity refers to characteristics traditionally associated with men, such as strength
and dominance.
2. Femininity refers to characteristics traditionally associated with women, such as nurturing
and sensitivity.
3. Masculinity is often associated with traits and behaviors that are traditionally seen as
“masculine,” such as strength, assertiveness, competitiveness, and independence.
Femininity is often associated with traits and behaviors that are traditionally seen as
“feminine,” such as nurturing, emotional expression, empathy…
4. Masculinity is a combination of traits, personality behaviors, beliefs, and some roles
specifically assigned to the male gender of the society are known as masculinity.
5. Femininity is a combination of traits, personality behaviors, beliefs, and some roles
specifically assigned to the female gender of the society are known as femininity.

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✘ Patriarchal and matriarchal are terms that describe social systems in
which men or women hold primary power and influence.
✘ In a patriarchal system, men are the leaders and authorities in
political, economic, and familial spheres, and women are given
subordinate roles.
✘ In a matriarchal system, women are the leaders and authorities in
these same spheres, and men are given subordinate roles.
✘ A patriarchal or matriarchal system can also refer to the head of the
household being the father or the mother, respectively
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• Gender equality
• Equal rights for men and women..
• Equal treatment.
• Equal opportunities and access.
• Equal resources
• gender equity will refer to practices that are fair and just
toward all people, regardless of gender
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✘ Gender equality means that an individual’s rights, responsibilities and
opportunities will not be determined by the sex they are assigned at
birth.
✘ Gender equity is the equal treatment or treatment that might be
considered equivalent in terms of rights, benefits, obligations, and
opportunities.
✘ Equity is better than equality because it recognizes the unique
challenges and advantages that each of us naturally faces, rather than
ignoring them. Gender equality requires equal enjoyment by women
and men of socially-valued goods, opportunities, resources and
rewards.

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 Gender as a social construct

Simone de Beauvoir-

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Copyright Bhavans Gurukul
Copyright Bhavans Gurukul
✘

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✘
Copyright Bhavans Gurukul
✘

Copyright Bhavans Gurukul

Copyright Bhavans Gurukul
✘ 2.Gender involves differences in the power, both
power to and power over.

✘ The concept of power to encompasses legal and

informal rights ,pursuit of knowledge and personal
goals and cuts across most domains of human
functioning.

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✘ Power over refers to the control over societal or
household resources and decisions, cultural and
religious ideology.

✘ Importantly men tend to have greater power than

women and in some domains even have the power over
women
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✘

Copyright Bhavans Gurukul

Copyright Bhavans Gurukul
✘

Copyright Bhavans Gurukul

✘

✘
Copyright Bhavans Gurukul
✘

Copyright Bhavans Gurukul

✘

Copyright Bhavans Gurukul

✘

Copyright Bhavans Gurukul

 Gender inequality

✘ Gender inequality is the social phenomenon in which men and

women are not treated equally. The treatment may arise from
distinctions regarding biology, psychology, or cultural norms prevalent
in the society.

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Reason –Patriarchy

✘ Cultural demand and Family as a cause inequality

✘ Role and social responsibility is determined in society based on

physical capacity by neglecting mental capacity makes inequality
✘ Difference in responsibility and grouping based on responsibility
✘ -Woman`s Universal responsibility of child bearing and
division of labor

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✘ Gender role approach gender structure approach

✘ The gender role approach emphasize the characteristics that

individual acquire during the course of socialization such as
independent or dependent behaviors and ways of reaction

✘ the general structure approach emphasize the fact that are external
to the individuals such as social structure and social institution that
are themselves gendered and that reward women and men
differently.
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 Gender & Patriarchy

✘ concept of patriarchy –male dominance and female acceptance

✘ -male dominance, oppression and exploitation

✘ Patriarchal system of control justifies male dominance
✘ - Male domination and subordinate status of woman
✘ Gender role- by patriarchal society which are rigid repressive and
reactionary
✘ Moral emotional intellectual traits are assigned by society
✘ Patriarchy creates inequality causes psychological and physiological
injuries to woman
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 Status of woman In ancient India

✘ In ancient India women are Treated with high respect

✘ According to `Manusmriti` ”where woman are honored
,there God rejoice”
✘ Some modernist writers points it as status Paradox.
✘ It was customary to take Permission or consultation for any
thing
✘ They owned Guardianship
✘ Husband were considered as God
✘ Woman as Husband`s acquisition or property can be Gifted
to somebody Copyright Bhavans Gurukul
some argues that Status starts declining from aryanysation
onwards.

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✘ In Pre Arian period matrilineal system was prevailed
✘ Invasion of Arian causes patrilineal transformation in social system
and woman devoid from education and public religious and spiritual
programs.
✘ `Purity and pollution` ,Concept virginity ,celibacy for widows became
most prominent

✘
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✘ unequal assess to resources, keeping away from public
system became the part of the culture
✘ Women got Nurturing and Subordinate status
✘ Mobility control and use for ill practices like child
marriage and early marriage were prevalent resulted
in keeping them away from social economic political
and cultural life

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 status of woman in medieval India

✘ Status of woman further Deteriorated

✘ Ban on remarriage ,Child marriage ,Purdah system,
Voluntary immolation became prevalent
✘ Sexual exploitation(devadasi system) ,Practice of
Polygamy caused posing their life to adversities
✘ Woman were restricted to some ladies only areas
(Zenanas)
✘ There were evidence for the Prominence of ladies in
politics, education, literature and religion
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✘ Razia sulthana was the first woman monarch in delhi
✘ The rulers Durgavathi ,Chand Bibi of Ahemmed nagar,
Nurjehan were popular woman personalities of that age .
✘ The mugal princes jahanara ,zebunnisa were the popular
poets
✘ Jijabhai the mother Shivaji was a warrior and administrator

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✘ Bhakthi movement- tried to restore status ;
✘ Mira bhai –saint was an importent bhakthi
movement figure
✘ Akka Mahadevi, Rani Janabhai were the other
bhakthi movement leaders
✘ Mahanubhav, Varkari movements for securing social
justice of woman
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✘ Guru Nanak `s sikh preached Equality between men and
woman .Sikh religious practices allowed to Lead religious
assembly, lead bhajan, lead army
✘ 2. they were allowed to become members of religious
management
✘ Equality in marriage ,equality in baptism were advocated to
sikh community

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 Emergence of Islam

✘ marriage was a contract among this system and it was

man's right to diverse
✘ Woman denied the right to education and kept away
from the participation social activities
✘ polygamy was practiced

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 Colonial periods

✘ status of women seem to be depended on the

man
✘ They were Denied the opportunity of education
and refinement except a few women of upper
classes
✘ the life of general woman was not worth living
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✘ the system the Social justice and equality were denied to
them
✘ they were unaware about the basic right as individual due to
✘ illiteracy, ignorance and economic subordinate through the
ages

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✘ the Christian missionaries started dispensaries and schools to
give relief to the poor and needy Indian people

✘ People found it as an opportunity to Gain social status by

adopting Christianity

✘ The abolition of infanticide was strictly practiced

✘
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✘ Raja ram mohan roy ,Iswar Chandra vidya sager, jyothiravu bhule
fought against woman inequality
✘ Peary charan sarkar started first girls school in india
✘ 1856 widow remarriage act was by the effort of Iswar Chandra vidya
sager
✘ Kittur chennamma from Karnataka Abbakka Rani lead defence againt
Europeans
✘ Rani Lakshmi bhai of jhanci and Beegam Hasrath mahal were famous
leaders of 1857 national revolt
✘ Chandramukhi Basu kadambini Ganguli were the profound woman
personalities of that age to obtain a degree

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Copyright Bhavans Gurukul
✘ Banning sathi was biggest step adopted for social reformation
Minimum age for marriage was fixed by special marriage act
1929 .
they started to come forward through participation in
freedom movement.

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 After independence
Constitution provisions helped Indian woman to regain their status
Article 14 –equality before law
Article 15, -prohibits discrimination
Article 16,equality in oppertunity
Article 17,abolishes untouchability
Article 19, -six basic freedom
Article 23, right against exploitation
Article 32, constitutional remedy
Article 39, for ownership and adequate lively hood
Article 42, humane condition for work and maternity relief
Article 51A(e) keeping dignity of woman as a right ,responsibility
Article 325 equality in election procedures .
Still Low income in work ,Poor working environmental facilities, Sexual abuse, exploitation places
them In low social stratification
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✘ present Inconsistency status paradox ?–:woman
status -improvement in literacy, life expectancy,
employment, earning capacity but still sustained
in low status?
✘ Still-Purity and pollution` ,Concept virginity

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Importance gender education in schools?

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 Gender sensitivity

✘ Gender sensitivity is the act of being aware of ways the

people think about gender so that the individual rely less on
assumptions about the traditional and outdated views on the
roles of men and women

✘ Gender sensitivity helps to generate respect for the individual

regardless of sex and Accept gender equality

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Gender sensitivity in people`s language choice

✘ Teacher, Police, Mankind=human kind, Post man=post

person.

✘ the people can choose more inclusive language that doesn't

define Gender and many new words that are gender neutral
to substitute for more gender-specific terms
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✘ such sensitivity from a language offer more choice and gives
people the opportunity to view each Other as individuals
with the different capacities

✘ According to NCF 2005 -language of curriculum should be

gender sensitive

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 Gender stereotype

✘ Gender stereotype are over generalization about the

attributes ,qualities, characteristics of an entire group based
on gender.

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Gender stereotypes can have positive and negative connotation.

✘ they can also have positive connotations, for instance the

notion that women are better caregivers than men is a
positive connotation but it's a generalization and not
necessarily true in all cases

✘ On the negative side men can`t be a best teachers or ladies

can`t handle hardship jobs
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Gender stereotypes are often explained based on various factors

➢ Personality traits :In the sense that gents are always strong
hearted, active ,fast, less anxious while woman are soft
hearted anxious slow with lovely characters
➢ domestic behaviour :man is always parenting earning,
controlling and more socialized in nature while woman
nurturing cooking soft socialized .
➢ Occupations:man can perform task like engineer contractor
builder while woman can be a teacher ,typist cark etc
➢ physical appearance :man is strong muscled while woman
has soft beautiful body with long beautiful hair
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Feminist perspective

✘ Feminism is a range of political movement, ideologies and

social movement that share a common goal to define
establish and achieve political economic personal and social
rights of women

✘ According to them violence ,sexuality and exploitation of the

three factors divide structuring of the women in society
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✘
✘ They demand equality in marriage family work economic
political religion arts and other cultural production and
language we speak

✘ Making women and men equal necessitates social and not

individual solution

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✘ A Radical feminism- extreme form aroused in late 1960-
demands Woman only spaces
✘ The term gender should be eliminated
✘ The radical feminism pictured men as a real Enemies of
womanhood and women's power
✘ Radical feminism sees patriarchial family as the main
oppressor of women
✘ They always stands for the female self determination and
autonomy
✘ Their goal is to create an egalitarian society which is free
from all kinds of oppression and violence
✘ The moto is action and counter acting violence with violence
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✘ They do not accept the biological distinction

✘ Radical feminism looks upon science as liberator.

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✘ radical feminism argues that patriarchy will be hard to
eradicate because is deeply embedded in most men`s
consciousness.

✘ radical feminist argues that it can be resisted by forming non-

hierarchical supportive women only spaces

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✘ They argue that women are depicted as sex object in the
mass media and the pieces of meat in pornography and the
Global exploitation of girls and women in prostitution

✘ They argue that the romantic hetro sexual love which itself is
oppressive to women
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Copyright Bhavans Gurukul
women and men are should not be treated differently
under the law
➢ Against gender discrimination such as gendered job
Markets and inequitable wage scale
➢ Focus - getting woman into the position of
authority in the profession Government and
cultural Institution
➢ relay on the state and political rights ---to gain
equality
➢ state as a Protector of individual right

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Socialistic perspective
✘ Focused on economics and politics
✘ It is Against capitalism- married women are not supposed to hold
property in their own name.
✘ man become powerful and inequality sustains ,as it create bosses and
workers even in houses too.
✘ Socialistic perspective see the Family is the source of exploitation
where all types of oppressions begins .
✘ The woman employers have to do more works along with household
works and secure less payment
✘ They demands Economic redistribution by making sure that woman
are equally benefited and ensure more prominence in public election
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Gender issues in school

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A. Problems of woman in contemporary India
•

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•

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•
•
•

•
•

•
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• Female infanticide and feticide, sex selective abortion- sex ratio
variations
• Dowry –dowry can be considered as a social evil causing physical
mental emotional suppression
• Status of widows has been improved but not managed to get a
better life even in modern state.

• dowry prohibition act 1961.

• dowry prohibition amendment act 1984.
• dowry prohibition bill 1986 - punishable offence

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Reason ?
• Patriarchal society
• Tradition and customs belief.
• Insufficient opportunity.

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✘ Just as social structure shape individual, individual in terms
shape the social structure

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 Social gender
response identity

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 b. Experience of being a boy or a girl
• Children are constantly forced to act and feel in certain way
• Gender differences seen in cognitive personal and social characteristics.
• -Socialization and differential experiences plays an important
• role along with biological factors.
• :
• Verbal, language and spatial skills
• For females :Spelling language and writing
• For male : spatial skill(mental rotation(9-13 years)
• Mathematical skills ??
• For girls the power of Computations high in elementary level
• but decelerates after 15--less interest in math and math related Copyright
activitiesBhavans Gurukul
▪ Social behavior and traits
▪ Active, aggressive ➢ Emotional, helpful
▪ Activities that cover large areas of ➢ Tasks having flexibility and fine motor
physical space - coordination
▪ Exploring new objects physically ➢ Use visual exploration, looking
carefully without actually touching it .
▪ More likely to explore objects and
become more independent when left ➢ shows less exploration and greater attempts
alone to explore to establish contacts with teachers
▪ Shows more aggression and assertiveness ➢ Shows less aggression and assertiveness
-

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Not found consistent gender
differences in pro social behaviors

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• ---------------------------------
• Threats and physical force to use verbal persuasion.
influence others
•
emotionally reactive but culture Less reactive
socialize to express less emotions
sadness ,shame ,quilt cooperative and sympathetic more
likely to seek help from others and
Less skilled at understanding own more easily influenced
and others emotions

Less expression emotions of

sadness ,shame ,quilt shows symptoms of depression
anxiety , attempt to suicide

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▪ Maturation gap and gender faster for girls
difference – time delay in puberty
▪ difference in development in
physical structure • Faster brain dept
▪ Rate of learning differ • better sense of hearing in
▪ -differences in brain development girls
▪ Difference in information • female uses both
processing : sides(thinking and feeling )
▪ male uses one side of brain
• girls process information
▪ Boys: prefer information in when it is presented in
objective and fact oriented
manner larger content
▪ Boys have unrealistic high view on • Girls are less confident
their performance abilities
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 Gender identity construction in school
Gender identity : personal conception of oneself as male or female
spend more time
In the formative stage children begins to make sense how men and women positioned in
the society.
(The role of school) this is the age of
1.self awareness
2.peer influence
3. identity construction
4. The age of conformity
Peer experiences influence gender identity creation
if personal gender expression does not align with social expectation ,those
students(including girls) become unfit in the group.
Students Learn to become men and women in classroom through experiences

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• Girls- cleaning, recreation, refreshment, Small responsibility
• Boys –acts involving physical movement, high status public duties
• Games-sports for boys and dance for girls
• Good girls and smart boy approach
• Classroom seating
• Assembly line

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• The child`s understanding about gender specific roles get reinforced by
behaviors towards them by teacher peers, staff.

• Stages of development

• Pre schooling and consolidation stage

• Gender identity creation is done via

❑Understand the concept of gender
❑Learning the gender role, standard and stereotypes
❑Identifying with parents
❑Forming gender preferences

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• The role of experiences faced in school determine gender identity
• Gender identity creation through talks and actions
• Gender sensitive healthy and safe learning environment in school for
constructing positive gender identity
• Single sex class rooms –belief and thoughts
• Multiple gender discourses?
• From teachers side
• Teachers stereotypic assumptions and expectations influence
• Teachers understanding about gendered messages
• Curricular material having gender stereotypic attitudes and behavior
• Effort to ensure the availability of multiple gender discourses
• Ensure Teacher student interactions, student-student interactions –gender
message received through interactions determine gender identity.
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 Distribution of roles and responsibility in
school
• Do not give Gendered roles
• Girls- cleaning, recreation, refreshment, Small responsibility
• Boys –acts involving physical movement, high status public duties
• Games-sports for boys and dance for girls
• Good girls and smart boy approach
• Classroom seating
• Assembly line

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• Inclusive practices and equal opportunity
• Provide good learning environment
• Differences should be respected
• Adopt a non biased approach to teaching do not refer to as boys or girls
,acknowledge by names (smart boy good girl approach should be avoided)
• Avoid treating boys and girls differently-expected code of conduct should
be same ,avoid division of labor, form integrated work group ,assign non
traditional role ,choices without gender filter
• Create a safe space: OK to be different and encourage the culture of
acceptance , provide a safe environment to learn
• Challenge stereotype question the stereotype by setting an example ,offer
counter examples from own experiences……Why cant a girl play football
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• Provide a range of role models
• Make sure that there aren`t boy`s job or girl`s job – pattern mix -strong boys and
trustworthy girls
• Pick other ways to divide up children-age/ birth day/ alphabetic other than gender
• Inclusive language –gender unbiased language -children( instead of boys and girls)
,career
• Think about rewards and sanctions rewards and sanction without considering
gender
• Look at who uses which space and environment
Copyright Bhavans Gurukul
Curriculum - textbook and school
Why curriculum reforms ?
Education for all
Gender equality is the base quality of education, social wellbeing
so there need gender sensitive curriculum
Curriculum subjects should reflects the knowledge, which is considered as valuable
by society, should change with society.
• The curriculum should be flexible with changes in society
• Methods materials should change –to develop teaching methods, materials
,assessment, evaluation procedure ,language policy, new ways of learning in such a
way that curriculum should enables girls and boys to participate in learning as
equal.
• Gender inequality in society will influence the view of parents, teachers and girls
on education .
• Curriculum assumptions, traditional belief should change.(boys are good at maths
and girls at caring ) Copyright Bhavans Gurukul
• The culture of school and its practices outside the formal lessons for
example in playground or during meal time also affect gender identity
formation.
• Organization in the content of textbook also should be carefully done
• Effective picture and illustration should be shown to the children that a
woman is not nearly another one but she can be a teacher a doctor a
professor and engineer .
• it should be included in the textbook and reading material depicting men
and women in Sharing roles displaying the talent of women. Must include
woman leaders and heroines as the part of study.
• the textbook is to be made free of gender bias and gender stereotypes.
• Should include Activities for multiple gender discourses.
• Family life education, legal literacy, life saving skill as the part of curriculum
Copyright Bhavans Gurukul
▪ Rules for participation and rotation of jobs
▪ Ask them to take additional science mathematical courses
▪ Ask them to take extracurricular science mathematical activities
▪ Girls club ,Technology club for girls.
▪ Provide Opportunity for Tutoring younger students.
▪ Stress safety precaution instead of danger signals
▪ Provision of Learning electronic equipments
▪ Introduce lesson with overview
▪ Provide female role models
▪ Develop spatial visualization skills
▪ Encourage them to solve problems in multiple learning methods
▪ Use writings to help them to clarify their thoughts(journals)

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• Co-oporative learning
• Use gender inclusive language
• Avoid stereotypic descriptions
• Use toys to teach maths and science concepts
• Resource corner in class –careers, subject
• Acknowledge Contribution of female
• Provision to express ,speak
• Incorporate their comments to lectures
• Help to Value themselves
• Woman Teachers as role models
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• Encourage to challenge narrow mindedness
• Need of a great deal of work at national and international level to
influence the curriculam change to include gender equality and to
make government accountable for that
• Strategic and effective partnership for curriculam design
• Woman and girls from different background should get chance in
curriculam design

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 peer Group
❖ social group that consists of individuals of the same social status
of share similar interest and ideas.
❖ peer group should challenges gender inequality.
❖ group action irrespective of gender.
❖ giving equal opportunities to the group members.
❖ giving confidence and good feed backup.
❖ interactions will reduce gender stereotyping that will reduce.
gender inequality.
❖ collective and join works .
❖ No gender segregation verbal harassment .
❖ avoid physical aggression. Copyright Bhavans Gurukul
 Teacher

• Faculties and teacher educators should exam the syllabus with

the view of incorporating a gender dimension by including the
introductory themes on gender and by exploring gender issues
within some of the topics of existing syllabus
• Teacher educator themselves be gender sensitive through
gender awareness and sensitization program
• Teacher educator and teachers should intellectually employ
engendered patterns of classroom organization and interaction
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Teacher should employ engendered teaching approaches
The girls should be encouraged to speak and teacher should
make effective interaction with them by giving equal
consideration opportunities and motivate them.
• Capacity building Centre should be established in all
educational region to train teachers
• Teachers and teacher educator should conduct workshop
• Introduce lessons on gender
• focus on gender issues within the existing syllabus
• introduce gender issues career guidance
• Conduct a research ,project on gender issues
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• Co-oporative learning
• Use gender inclusive language
• Avoid stereotypic descriptions
• Use toys to teach maths and science concepts
• Resource corner in class –careers, subject
• Acknowledge Contribution of female
• Provision to express ,speak
• Incorporate their comments to lectures
• Help to Value themselves
• Woman Teachers as role models

Copyright Bhavans Gurukul

Methods of evaluation and assessment
• continuous assessment
• Ensure participation
• Train teachers the assessment process through courses
• Gender free language
• Precise feedback not as “good”
• Think time before asking qns
• Do not interrupt while answering
• More interactions with girls
• Do not over nurture
• Eye contact ,call by name
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Unequal access to education

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 Child right violation among girls
• According to the UNCRC Child Rights are minimum entitlements and freedoms that should be afforded to
all persons below the age of 18 regardless of race, colour, gender language, religion, opinions, origins,
wealth, birth status or ability and therefore apply to all people everywhere.
• Girls health and malnourishment
• the infant mortality rate stand at 57 of every 1000 children before they
reach at the age of one year. 46 percentage of children under 3 are
under weight according to the recent report
• Almost 80% age children in the age of 6 to 35 months are anemic there is
no guarantee that she will be born and will survive and if survive she
would be given adequate nutrition and health care, environment and
stimulus to grow and enjoy all her entitlements
• About 30,0000 girls go missing in India each year Copyright Bhavans Gurukul
children's working condition is very poor especially girls most of the
students inhale fumes of endosulphan methanol and other deadly
pesticides, cause diseases and nausea causing mental depression…
• skin disease
• headache carrying loads of Bannas ,vegetable
• transportation in over crowded trucks tractors
• young boy and girl burn themselves in work places
• there are many in mines kiln, construction sites and lot of other
sectors
• domestic labor being the first to wake up and the last to sleep
scolded insulted ,abused ,suspected for theft
•
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• child trafficking there is also a growth in the numbers of girls being
trafficked for sex work this thread is growing large and girls get
caught in network
• new stories how girls have becomes victims to ill health HIV and AIDS
• Discrimination against girls in edn and access to food
• Discrimination against girls based on caste tribe and background
• friendless and lonely
• Conclude
• Trafficking for sexual exploitation.
• Violence against children especially sexual
• Child labor especially in hazardous situations
• Sex selective abortion infanticide, foeticide
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 child marriage
• The consequences of child marriage on
• Health
• Education
• It is seen that
• The infant mortality rate
• neonatal mortality rate
• incident of low birth weight babies
• maternal mortality
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Working towards gender equality in class
room
Making school more gender equitable and girl friendly
• Comprehensive understanding about gender.
• Challenging social control, authority ,hierarchy-break down
• Changes in curriculum
• Head teachers and teachers would have a greater understanding of
condition which lead to bullying ,racism , sexism, replacing them for
more successful forms of interventions
• Values would be placed on students
• Students must get chance to active involvement in planning and
learning and evaluation
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 Following areas need attention
• Curriculum content:
• Need to consider what the girls from poor and marginalized groups
are offered from schooling to enhance their confidence by providing
what they actually need to lead a life (literacy learning )
• Learning methods:
• To create Sophisticated understanding about gender images in
textbooks
• Language of instruction
• Woman especially marginalized are less access to and use national
language .
• Travel ,socialize, educational opportunity, job opportunity, knowledge
acquisition ,express everywhere confidently
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• End

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•Recent issues
associated
with gender
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 Gender discrimination

➢Secondary status- house ,workplace

➢Health and financial status, education and political environment
➢Early marriage –domestic and other responsibilities
➢Malnourished -last to eat ,last to receive medical attention
➢Literacy gap :54% in education while man 72%
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❖Biased and unfair inheritance and diverse laws.
❖Preventing to accumulate financial asset.
❖Safety-sexual abuse , objectification of female body,
Trafficking for sexual exploitation, Violence against girl
children especially sexual
❖Child labor especially in hazardous situations.
❖Sex selective abortion infanticide, foeticide.

Copyright Bhavans Gurukul

a. Schooling of girls (access, retention
exclusion)

• Exclusion from schooling

• 31 million in primary stage and 32 million in lower secondary(2013)
• All over the world 69%of countries in primary 48%lower secondary
was planned to achieve gender parity by 2015(statistical ratio
between men and woman in a given population) in education

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Importance of girls education……
• Girls education is their right-
• reduce poverty
• health of family
• education of children
• defend early marriage
• values and character
• less vulnerable to disease
• economic stability
• social status
• produce a ripple effect
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 Barriers to girls education

Supply side constraints to Negative social norms

• School fees
• Cultural norms favors boys
• Limited resources in school (water and sanitation)
• Negative class room environment-violence ,exploitation, punishment
• Lack of female teachers
• Inadequate legislation policies –Malala
• Access to school-distance
• Displacement due to conflicts

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▪ Cost of education.
▪ Distance to school.
▪ Violence at school.
▪ Gender norms.
▪ Poverty.
▪ Early marriage and pregnancy.
▪ Child work –need of uneducated girls for exploitation in work, sexual
harassment, trafficking ,domestic works
▪ Disabilities.
▪ Literacy of parents .

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❖Lack of interest

❖Lack of understanding about right

❖Lack of single sex classroom

❖Lack of psychological support

❖Lack of girl friendly class room-gender sensitive teachers

❖Male teachers harassment

❖Lack of Career guidance and counseling

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▪ Cost of education.
▪ Distance to school.
▪ Violence at school.
▪ Gender norms.
▪ Poverty.
▪ Early marriage and pregnancy.
▪ Child work –need of uneducated girls for exploitation in
work, sexual harassment, trafficking ,domestic works
▪ Disabilities.
▪ Literacy of parents .

Copyright Bhavans Gurukul

❖Lack of interest
❖Lack of understanding about right
❖Lack of single sex classroom
❖Lack of psychological support
❖Lack of girl friendly class room-gender sensitive teachers
❖Male teachers harassment
❖Lack of Career guidance and counseling

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•

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▪

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 Safety at school

▪ Ensure teachers, volunteers and anyone else, with access to children are
screened and trained
▪ Implement and enforce a policy for child sexual abuse and handling
disclosures from children
▪ Establish protocols and screening for school computer use.
▪ Provide training to students and teachers on acceptable use of computers
▪ Access your environmental structures and take every possible step to make it
safe for girl child
▪ Set campus security in colleges so that all visitors are screened through the
office, and the unusual incidents are handled
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•

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 At home

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 community
• community also influence a lot in the development of surrounding children's
growth
• learning more about child rights and child sexual abuse can help to ensure
safety
• talk to your college friends relatives family about the problems
• observe :be alert to the behaviour and physical indicators of sexual abuse in
children
• help if you suspect a child is being abused
• Stay along with child
• Tempt School to incorporate personal safety curriculum
• working against child sex abuse

Copyright Bhavans Gurukul

• Work against Teen suicides
• Policing Online bullying include pornographic factor or at
schools physical or verbal
• Internet addiction online gaming-control centers –with the help
role of parents
• women cells in Police Station
• Kerala state women's Commission
• jagratha Samithi

Copyright Bhavans Gurukul

Identification and verbalization of sexual
abuse

• what is sexual abuse

• abuse sexual abuse is any type of sexual activity
that you do not agree to or including an
appropriate touching and rape, attempted rape
child molestation

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❑behavioral indicators of child sexual assault
❑when child tells of the abuse
❑persistent and inappropriate sexual activity
❑ sexual themes and fears in child or adolescence artwork stories and
play example drawings and stories about the night Monster –inkblot test
,dreams
❑children who have the detailed and overly sophisticated understanding
of sexual behavior in appropriate to the age development
❑Their vocabulary level hurting others children and adolescents who can
out safely
❑ Express anger or towards adults
❑ Displays his feelings by hurting younger children pets or destroying toys
and other objects
❑hurting self.
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▪ fear status arriving early at school and living late with a few if any, non
participating in school activities unwilling to participate in physical or
recreational activities
▪ withdrawal and fantasy
▪ sleep disturbance
▪ changes in appetite
▪ overly complaint behavior
▪ Runaway behaviour
▪ prostitution
▪ suicidal feelings
▪ unexplained accumulation of money and gift our
▪ protectiveness of younger siblings

Copyright Bhavans Gurukul

Objectification of female body
• Treat Woman as a sexual object, or as objects of men desires- for Financial gain, entertainment
• leads to Unhealthy social life –character deformation, security issues ,diverse, reality conflicts
• Change culture of society-dating, living together
• For children :Attention problem in learning
• : Unhealthy sexual attitude and behavior
• : character deformation
• Platforms of objectification
• Film
• Advertisement
• Songs
• use Internet
• Influences youth, children-character formation ,Adolescence problem, reality conflicts –and thus
influences social life
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• The concept of Perfect body in young girls leads to physical and
mental issues
• Hike in teen sexual activity, Teen pregnancy, sexually transmitted
diseases, depression eating disorder, sexual violence
• Film –gives a secondary role to woman( without any respect) ,sex-
influence youth
• Advertisement-wrong messages to society through manipulation,
concept of beauty, sexuality, unwanted use of sex symbols for getting
attention, define wrong gendered roles. influence youth
• Songs- hero worship -woman showing sexual interest towards men,
dance -Declining social status-accept patriarchy –adopting negative
self image

Copyright Bhavans Gurukul

 Role of teachers councilors parents
NGO in reinforcing parity
• Changing the mind set of youth, who can change society - Good educated
teachers having sound knowledge about gender issues .
• Teachers can create appropriate learning environment.
• teacher must constantly be aware of the fact that his or her actions or
attitude or behavioral perspective or approach or manner outlook for
mindset will help to shape child`s gender role
• Teacher should use multiple Strategies and intervention to ensure that the
students have equal opportunities to both create and obtain their goals
• Not only the teachers, textbooks should be gender sensitive
• one of the best possible strategies to minimize gender discrimination in
society is to promote gender awareness in parents and teachers
Copyright Bhavans Gurukul
• Curriculum/ textbook
• Educational systems
• Guidance by gender experts
• Role of Government and non governmental organization
• Use of gender sensitive vocabulary
• Educational policies
• Teacher training programs
• Extra fringe benefits
• School parent partnership
• Gender training
• Monitoring
• Gender sensitive council ling
• Allocation of budget
• Commitment from senior leadership

Copyright Bhavans Gurukul

• Gender sensitive organizational culture
• Gender audit
• Creation of gender responsive school
• Institutionalization of special committees
• Gender mainstreaming
• Role of media

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Special Role of NGO in creating gender parity
• NGO creates a space for discussion
• Provide support to victims
• Work from ground zero
• Work as a pressure group for implementation of laws
and policies
• Helps in promotion of the dignified lifestyle
• Educating and empowering community
•

Copyright Bhavans Gurukul

Special Role of councilors
• Positive attitude towards gender While addressing issues of children
• Understanding the rights
• Ensuring Safety environment ,confidence to children
• Facilitates the support of parents
• councilors as parents /friend and teacher.

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School and society

Copyright Bhavans Gurukul

Family and gender parity
• Slide 147

Copyright Bhavans Gurukul

 School and society

Education and society?

Role of education for social transformation?

Mind of society is the mind of youth?

Youth is a basic unit of social structure

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What should be the role of education in social transformation ?

Collective transformation.

Role of of child centered education for social change.

Knowledge construction by participation

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• What is the need of scientific thought in social
transformation?
• Propagation of scientific thought and science and technology
helps to change false notion about the world
• Change in individual makes changes in nature of society
• Contribute positively to society

Copyright Bhavans Gurukul

School as an agent/instrument of social change

➢Modernise world
➢Spread knowledge
➢Transmission preservation and transformation of culture/values
➢Influence Self concepts attitude behavior beliefs –social awake
➢Importance of school in traditional views
➢Agent of direct /indirect Social pressure influence the pupil and
causes social change-citizenship training, responds to needs of
society
➢Education can act as a catalyst or stabilizer for social change
• Change in social relationship
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➢Schools are places where society is cultivated-
in co-operate
➢quality
➢distribution of power
➢values
➢behavior
➢responsibility

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 Influences of education on society

Function of education
(1)Education prepare for social change
• Education equips a society towards a positive social change by
enabling the members to change their attitudes beliefs and
Customs .Education help the society to set a proper Arena for
modernizing the society from traditional one.

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(2)education initiates social change

Enlightenment, awakening and spirit of enquiry is essential

outcome of education. modern education start social change
challenging blind belief and Customs of society .Education help
the individual to think rationally

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(3)Education create social reformers

• social religious reformers of 19th century in India were the first class of
modern educated individual .Hence education is instrumental in creating
leaders to Reform the society

(4)Education determines the nature of social change

• A progressive democratic education ensure positive social change to

strengthen the development of a nation

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(5)Reconstruction of experiences
Education is lifelong process . life is full of experiences one cannot
live with his past experiences which are unable to adjust in the
society .education helps the individual to reconstruct experience
and adjust with the environment
(6)Education teaches moral value
education teaches moral and social values like cooperation
tolerance sympathy fellow feeling ,love ,affection respect towards
elder ,helping the poor and needy person
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 Influence of type of management
on the functioning of school
Type of management influences functioning of schools
• Government schools
• Aided
• Unaided
• Recognized
• Unrecognized
• Minority

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• The management process consisting of five broad categories of functions
• planning :co curricular /extra curricular
• organizing :structure /participants/environment/
• staffing
• directing and controlling: rules and regulations/defining right and freedom/moral
obligations
• Result status
• Quality of teachers, teaching
• Disciplined environment
• Location of schools
• Medium of instruction
• Transportation facility
• Better cocurricular activity
• Individual attention
• Evaluation procedure
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Role of school in democratic society
• Democracy and education by Dewey
-Prepare youth for active participation in all aspects of democratic life
Read write arithmetic
Ability to think critically, sense of efficacy, commitment to compassionate
action, desire for participation in political life by engaging in decision
making process at family school society
• Closed classroom fail to teach to practice democracy
• Learners learns best when they take responsibility of learning
• Progressive pedagogy by progressive educators
• Collaborative learning, problem solving,etc
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Functions of school in democratic society
• Empower citizens in democracy
• Act as a agent of inclusive practice
• Teach for unity in diversity
• Act as a miniature society
• Socialization
• citizenship training

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 School as a miniature of society
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•

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• Exact replica of society.
• Have `same structure` as that of society.
• `Reproduce culture` like what is happening in society.
• School should be act as a laboratories to practice
democracy to make it as a miniature of society
• The role of government schools in making school as a
miniature .

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responsibility of society towards education

•
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Gender parity in Kerala :concerns
• More population ratio
• Mindset of people
• Universalization in education and high literacy ratio ,enrolment in
higher studies
• Economic stability/freedom for expression /personal safety
• Ekatha mission /shanti gram, woman commission, various mahila
organization
• Still status paradox

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Characteristics of sexuality
• Sexual attraction, behavior, and fantasies
• Emotional preference and bonds
• Social preference and effects
• Heterosexual/homosexual lifestyle and orientation
• Self identification and gender identity

Copyright Bhavans Gurukul

Gender Issues in india
• The government has been fighting for gender equality reforms, but it
has been difficult to enforce these measures.
• In India’s poorer regions, women officials are ogled and face
unwanted advances.
• There is an obsession with marriage.
• India has been ranked low on various indices that measure gender
equality due to multiple factors such as high levels of women
discrimination in India as well as various discriminatory social norms,
laws and cultural practices…..

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Curricular practices
• Co-oporative learning
• Use gender inclusive language
• Avoid stereotypic descriptions
• Use toys to teach maths and science concepts
• Resource corner in class –careers, subject
• Acknowledge Contribution of female
• Provision to express ,speak
• Incorporate their comments to lectures
• Help to Value themselves
• Woman Teachers as role models
• Seminars topics gives messages
• Multiple gender discourses
• Roles in CLASS SCHOOL election to girls Copyright Bhavans Gurukul
Family and gender
• parents can play an important role in promoting gender equality and building children’s resilience
to rigid gender stereotypes in early childhood
1. From the very first day, girls and boys should be nurtured, loved and cared for equally.
2. Encourage your child to play with toys that are not gender-specific.
3. Avoid using gender stereotypes when talking to your child.
4. Encourage your child to express their emotions.
5. Encourage your child to participate in activities that are not gender-specific.
• Parents can also promote gender equality by supporting a range of activities for both their sons
and daughters. From infancy, boys are often given more sports equipment, toy cars and tools,
while girls are given more dolls, kitchen appliances and pink clothing. Parents can encourage their
children to participate in activities that are not gender-specific.
• promoting gender equality starts at at home . As the first teachers of your kids, you can instil
values in them that will last forever. parents have to let the children know that a boy and girl
should be treated with equal respect.

Copyright Bhavans Gurukul

• Woman empowerment and gender equality
• Women's empowerment (or female empowerment) may be defined in several ways,
including accepting women's viewpoints, making an effort to seek them and raising the
status of women through education, awareness, literacy, and training.
• Women's empowerment equips and allows women to make life-determining decisions
through the different societal problems. They may have the opportunity to re-
define gender roles or other such roles, which allow them more freedom to pursue desired
goals
• There is a need of strategy for making women’s as well as men’s concerns and
experiences an integral dimension of the design, implementation, monitoring and
evaluation of policies and programmes in all political, economic and societal spheres so
that women and men benefit equally, and inequality is not perpetrated.
• Gender equality is a human right that is essential for advancing development and
reducing poverty. Women are entitled to live with dignity and freedom from want
and fear. Empowered women contribute to the health and productivity of whole
families and communities, and they improve prospects for the next generation
• .Women's empowerment is a critical aspect of achieving gender equality. It
includes increasing a woman's sense of self-worth, her decision-making power,
her access to opportunities and resources, her power and control over her own
life inside and outside the home, and her ability to effect change
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NGO FOR GENDERPARITY IN INDIA
• SEWA
• SNEHALAYA
• NEN
• JANODAYA
• MAKAM

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CASTE AND GENDER
• Caste system in India is one of the major reasons for gender inequality. The
rationale of control over women is to maintain the caste purity thus
promoting gender inequality.
• even today women have limited control over decisions regarding their own
bodies, such as sexuality, choice in marriage or childbirth.
• Caste endogamy as a mechanism of recruiting and retaining control over
the labor and sexuality of women existed
• . The concept of purity and pollution segregating groups and also
regulating mobility of women are also important.
• Caste not only determines social division of labor but also sexual division
of labor
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