An analysis of teaching and learning materials for literacy instruction in Kano State, Nigeria: curricular relevance, cultural responsiveness and gender equity

Literacy ◽  
2021 ◽  
Author(s):  
Umar Kabir ◽  
Ana H. Marty ◽  
Bodunrin Akinrinmade ◽  
Stephanie S. Zuilkowski
Keyword(s):  
Gender Equity ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
Cultural Responsiveness ◽  
Learning Materials ◽  
And Gender ◽  
Analysis Of Teaching

Arts-Based Pedagogy and Gender Equity

2021 ◽  
Author(s):  
Mindi Rhoades
Keyword(s):  
Socioeconomic Status ◽  
Gender Equity ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Meaning Making ◽  
Ability Level ◽  
Educational Approach ◽  
Multimodal Literacies ◽  
Learning Contexts ◽  
And Gender

Arts-based pedagogies hold incredible promise for education. Arts-based pedagogies provide unique, compelling pathways for teaching and learning that can permit entry to and support the success of all students regardless of gender, race, sexuality, religion, linguistic diversity, ability level, socioeconomic status, and other identity categories. Arts-based pedagogies can form the foundation of a transdisciplinary educational approach that centers contemporary understandings of multiple and multimodal literacies and meaning-making strategies useful to teachers across disciplines and in more integrated teaching and learning contexts. Crucially, when implemented through a critical framework, arts-based pedagogies can be equity-based pedagogies, allowing for the translation of research, teaching, and learning into awareness, understanding, creation, and activism.

Feminist Perspective in Shashi Deshpande's “That Long Silence”

2018 ◽  
Vol 6 (1) ◽  
pp. 8
Author(s):  
Mohammad Ahashan ◽  
Dr. Sapna Tiwari
Keyword(s):  
Gender Equity ◽  
Social Life ◽  
Fundamental Rights ◽  
Feminist Movement ◽  
Human Beings ◽  
Simone De Beauvoir ◽  
Equal Rights ◽  
And Gender ◽  
Set Up ◽  
Key Aspects

Man has always tried  to determine  and tamper the image of woman and especially her identity is manipulated and orchestrated. Whenever a woman is spoken of, it is always in the relation to man; she is presented as a wife , mother, daughter and even as a lover but never as a woman  a human being- a separate entity. Her entire life is idealized and her fundamental rights and especially her behaviour is engineered by the adherents of patriarchal society. Commenting  on the Man-woman relationship in a marital bond Simone de Beauvoir wrote in her epoch-making book entitled The Second Sex(1949): "It has been said that marriage diminishes man,  which is often true , but almost always it annihilates women". Feminist movement advocates the equal rights and equal opportunities for women. The true spirit of feminism is into look at women and men as human beings. There should not be gender bias or discrimination in familial and social life. To secure gender justice and gender equity is the key aspects of feminist movement. In India, women writers have come forward to voice their feminist approach to life and the patriarchal family set up. They believe that the very notion of gender is not only biotic and biologic episode but it has a social construction.

PENGEMBANGAN PERANGKAT PEMBELAJARAN MENGGUNAKAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) DENGAN INTEGRASI NILAI-NILAI KARAKTER DI SMAN I TUGUMULYO

2014 ◽  
Vol 13 (3) ◽  
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Teaching And Learning ◽  
Lesson Plan ◽  
Development Stage ◽  
Design Stage ◽  
Learning Tools ◽  
Test Results ◽  
Learning Materials ◽  
Is Research ◽  
Efficacy Trials

<p>The research is motivated not yet using CTL approach. In addition, the study provided yet foster the character value of students. This study aimed to the development of learning materials by using CTL approach with the integration of character value are valid, practical, and effective. The type of this research is research and development by using 4-D models. The stages of this research are define, design, and development. The define stage consists of analyzing of curriculum, students, and concept. Then, the learning materials as lesson plan, handout, student’s worksheet, and evaluation, were designed at design stage. The development stage was doing validity, practicality, and effectiveness test. The data of this research was collected by using validation instruments, questionnaire of students and teacher, observation and test instruments. The result of research with validity of the test results showed that the syllabus, lesson plans, teaching materials, worksheets and assessment sheets (cognitive, affective and psychomotor) developed very valid. The test results showed that the learning practicalities developed very practical. Based on the results of efficacy trials, it was stated that the developed learning very effectively used as learning tools are developed to improve the activity and competence of students in the cognitive, affective and psychomotor and behavioral character. And Those, learning materials by using CTL approach with the integration of character values are classification of very valid, very practical, and effective.</p>

scholarly journals Sex and gender differences in nutrition research: considerations with the transgender and gender nonconforming population

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Whitney Linsenmeyer ◽  
Jennifer Waters
Keyword(s):  
Gender Equity ◽  
The Body ◽  
Sex And Gender ◽  
Validity And Reliability ◽  
Nutrition Interventions ◽  
Step Method ◽  
Gender Nonconforming ◽  
Nutrition Research ◽  
Surveillance Programs ◽  
And Gender

AbstractA sex- and gender-informed approach to study design, analysis and reporting has particular relevance to the transgender and gender nonconforming population (TGNC) where sex and gender identity differ. Notable research gaps persist related to dietary intake, validity and reliability of nutrition assessment methods, and nutrition interventions with TGNC populations. This is due in part to the conflation of sex and gender into one binary category (male or female) in many nutrition surveillance programs worldwide. Adoption of the Sex and Gender Equity In Research (SAGER) guidelines and the two-step method of querying sex and gender has the potential to exponentially increase the body of research related to TGNC health.

scholarly journals Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

2015 ◽  
Vol 41 (3) ◽  
Author(s):  
Jia Li ◽  
Catherine Snow ◽  
Claire White
Keyword(s):  
Academic Success ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
New Technologies ◽  
Linguistically Diverse ◽  
The United States ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Adolescent Students ◽  
Use Of Technology

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

Toward a Richer Theory of Feminist Pedagogy: A Comparison of “Liberation” and “Gender” Models for Teaching and Learning

1987 ◽  
Vol 169 (3) ◽  
pp. 91-100 ◽  
Author(s):  
Frances A. Maher
Keyword(s):  
Teaching Practices ◽  
Teaching And Learning ◽  
Strong Influence ◽  
Feminist Pedagogy ◽  
Women's Development ◽  
Conventional Teaching ◽  
Liberation Pedagogy ◽  
Feminist Theories ◽  
And Gender ◽  
Contemporary Education

This essay articulates two distinct sources for the set of teaching practices that have come to be called “feminist pedagogy.” The separate contributions of liberation pedagogy and of feminist theories of women's development are described. It is argued that neither approach taken by itself is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will have a strong influence on contemporary education.

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