Abstract
Gender and education interface through socialisation processes often creates gendered identities. Thus, feminist pedagogy is crucial for enabling the formation of emancipatory and dialogic networks of discussion. The innovative four-year Bachelor of Elementary Education Programme offered by the University of Delhi prepares student teachers to transact education to children till standard eighth in both government and private schools. This article focuses and reflects on the transaction of ‘Gender and Schooling’ course to the final year graduates. This course aims to critically examine gender inequities in society through feminist theoretical frameworks” and second “to observe and analyse manifestation of gender inequities in the schooling process besides developing strategies for intervention”. This paper underlines how ‘gender and schooling course’ enables student teachers to gain empowerment as agents of change. Students’ lives and experiences suggest that the way they think about gender is integral to form an understanding of relations of power as they exist in our society. Even, the National Curriculum Framework of Teacher Education 2009 states that engagement with gender needs to extend beyond the book view to the field view dealing with practical social realities. Discussion on experiences of student-teachers ensures better understanding of life-situations of student-teachers. Intensive dialogue, focused group discussions, and critical reflection of personal and social realities ensure building of connections between gender theories and personal experiences of learners. Through fact interpretation method and media deconstruction method, the paper attempts to comprehend students’ localized knowledge and its situatedness in the wider global milieu.
Presenters
Tripti BassiAssistant Professor (Senior Scale), Department of Elementary Education, Lady Shri Ram College for Women, Delhi, India
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
New Digital Institutions and Spaces
KEYWORDS
Pedagogy, Gender, Socialization, Teacher Education, Patriarchy
