Author: Shirley J. Miske
Year: 2013
Full Citation: Miske, S. J. (2013). Exploring the Gendered Dimensions of Teaching and Learning. New York: United Nations Girls’ Education Initiative (UNGEI)
Overview: The broad purpose of this paper is to contribute to the discussion on why teaching and learning are pivotal for development by critically exploring their gendered dimensions. The paper proposes an overarching framework for understanding the role of gender in teaching and learning. In particular, four specific research questions are addressed:
  1. Which teaching and learning practices and policies are particularly effective in responding to the learning needs of girls, especially girls from disadvantaged groups?
  2. Which teaching and learning practices can overcome gender discrimination and gender-based violence?
  3. To what extent can a gendered approach to teacher education make a difference to the educational experience of girls, including their learning experiences?
  4. What are examples of curriculum and assessment reforms that have supported teachers in improving and supporting equitable learning outcomes for girls?
In attempting to address these questions through an analytical review of existing evidence, the paper shows why a gendered understanding of teaching and learning is pivotal for equitable development. It puts forth an effective case for promoting investments in gender-focused teacher professional development and in a gender-equitable whole school approach.
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