Identifying and overcoming barriers to gender equality in Tanzanian schools: Educators’ reflections

2019 ◽  
Vol 6 (1) ◽  
pp. 9-27
Author(s):  
Shelley Jones
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Gender Equality ◽  
Primary Schools ◽  
Transformative Change ◽  
Teachers College ◽  
Gender Constructions ◽  
Gender Based ◽  
June July ◽  
Multimodal Methods

This paper reports on an action research study that took place during a one-week professional development course focused on establishing gender equality in primary schools, held in a Teachers’ College in Southern Tanzania (June/July 2015), in which 28 educators and administrators participated. I draw upon Sarah Ahmed’s (2005) theoretical framework of gender orientations to explore understanding of gender. A feminist, participatory, action research methodology using multimodal methods (Jewitt, 2008; Kress & van Leeuwen, 2001) was used to collect and analyze data. Highlighted are salient aspects activities and discussions in which the participants engaged concerned with constructions and orientations of gender, and gender-based oppression, violence, and discrimination and how these impact girls’ education. I also report on participants’ personal and professional knowledge, understanding, and insights into barriers to, and opportunities for gender equality and their proposed approaches for bringing about change through initiatives they articulated in the gender-responsive school action plans they began to develop. Findings indicate that despite the participants’ interest in learning more about gender constructions and orientations – conceptually as well as practically – and the implied expectation from policies than educators essential in bringing about transformative change leading to gender equality in society, the participants had had little, if any, exposure to policies, initiatives, resources, or professional development to guide and support them. Recommendations including provided professional development opportunities in gender-responsive pedagogy and programming at all schooling levels, and to include educators’ voices, as experts of their own contexts, in future policies, programming, and initiatives.

Gender Transformative Change With Men

2020 ◽  
pp. 472-486
Author(s):  
Abhijit Das ◽  
Satish Kumar Singh ◽  
Rimjhim Jain ◽  
Sana Contractor
Keyword(s):  
Gender Equality ◽  
Reproductive Rights ◽  
Women's Leadership ◽  
Transformative Change ◽  
Electoral Participation ◽  
Gender Based Violence ◽  
Legal Remedies ◽  
Gender Based ◽  
Institutional Engagement ◽  
Sexual And Reproductive Rights

Traditionally, the approach to address gender equality has been to empower women through education, collective organising, legal remedies, electoral participation, and institutional engagement. Empowerment of women undoubtedly increases women's awareness of their rights and their ability to confront discrimination and violence; however, engagement with men can make this process collaborative and address men's accountability towards advancing gender justice. This chapter describes the Centre for Health and Social Justice's efforts to engage men within a gender-transformative framework, in different domains of gender equality such as advancing sexual and reproductive rights, eliminating gender-based violence, addressing men's responsibility in care work, and supporting women's leadership in governance.

scholarly journals Kynferðisleg áreitni á vinnustað: Aðgerðir, aðgerðaleysi og leiðin fram á við

2019 ◽  
Vol 15 (1) ◽  
pp. 91-112
Author(s):  
Gyða Margrét Pétursdóttir ◽  
Kristín Anna Hjálmarsdóttir
Keyword(s):  
Action Research ◽  
Sexual Harassment ◽  
Gender Equality ◽  
Workplace Culture ◽  
Metropolitan Police ◽  
Barriers And Opportunities ◽  
Gender Based ◽  
Broad Consensus

In the wake of the Icelandic #Metoo movement ways to eliminate sexual harassment, a manifestation of gender-based discrimination, have been called for. A fairly broad consensus seems to exist that policies, procedures and education is the key to success. However, research shows that gender equality projects often face resistance. This article is based on action research conducted at the Reykjavík Metropolitan Police, focusing on formal and informal resistance to analyze barriers and opportunities in equality work aimed at combating sexual harassment. The aim of the research was twofold; to map existing gender structures and to educate. In this article there is a special emphasis on the responses and experiences of the in-group forum designed to educate and raise awareness. The results reveal that there was a tendency to shift the responsibility elsewhere, that resources were limited and that there was a tendency to focus on ‘bad’ individuals instead of seeing sexual harassment as part of the workplace culture. These are examples of both formal and informal resistance. In the in-group forum there was an opportunity to discuss these manifestations of resistance and to discuss different manifestations of sexual harassment. Other organizations can learn from the results when strategizing to combat sexual harassment.

scholarly journals I’m Taking Back My Body (The Female Body in the ‘Purity’ Culture)

Linguaculture ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 117-128
Author(s):  
Ligia Cruț
Keyword(s):  
Gender Equality ◽  
Female Body ◽  
Human Sexuality ◽  
Body Ownership ◽  
Sexual Ethics ◽  
Viable Solution ◽  
Gender Constructions ◽  
Shame And Guilt ◽  
Gender Based ◽  
Marital Sex

This paper aims to analyse the American purity movement by examining how the female body became part of an ideology offered as the most viable solution to moral and cultural crises and how this generated counterreactions from the members of the evangelical community (insiders and outsiders alike) since the evangelical discourse on body with its gender-based expressions produces schematised gender constructions and toxic forms of masculinity and femininity that generate confusion, shame and guilt. The four American writers mentioned here (Dianna Anderson, Bromleigh McCleneghan, Rachel Held Evans and Sarah Bessey) agree that biblical womanhood is a myth; a woman’s body is not what “purity” culture suggests it should be; human sexuality is more than premarital abstinence and a set of rules; sacredness is not the appanage of marital sex. The red thread of all four writings is given by the non-dualistic thinking (rejecting Neoplatonic dichotomous separation between body and spirit) that asserts women’s right to body ownership, a sexual ethics based on consent, mutuality, safety and respect, gender equality and partnership. Anderson, McCleneghan, Evans and Bessey are also among the fiercest contesters of the “purity” movement, an American evangelical movement that reduced purity to its genital dimension and salvation to purification of sexual desire.

scholarly journals Action Research and Teachers’ Professional Development: Examples and Reflections

2019 ◽  
Vol 2 (3) ◽  
pp. p37
Author(s):  
Osama Al-Mahdi
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Development Program ◽  
Teachers College ◽  
Potential Benefits ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Professional Capacity

Teacher professional development had received a growing interest in the past decades due to their importance in improving teachers' knowledge, skills and values. There are various approaches and types of teachers' professional development. This paper begins by discussing the definition, characteristics and models of teachers’ professional development. Then it outlines some ideas related to teacher professional learning communities (PLCs), communities of practice (CoPs), mentoring and coaching. Next, the paper focuses on action research as one of the widely used approaches in both research and teacher professional development. The potential benefits of action research in building teachers’ professional capacity is presented next. The paper concludes with a discussion about the implications of utilizing action research in the educational development program for school principals in Bahrain Teachers College.

scholarly journals Teachers as Change Agents: Promoting Meaningful Professional Development Using Action Research to Support International Educational Reform

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Ruhi Khan ◽  
Rebecca Grijalva ◽  
Alejandra Enriquez-Gates
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Educational Reform ◽  
Change Agents ◽  
State University ◽  
Arizona State University ◽  
Kingdom Of Saudi Arabia ◽  
Teachers College ◽  
Professional Development Of Teachers ◽  
Supporting Teachers

AbstractThe professional development of teachers is an ongoing issue that is essential to supporting teachers as change agents and international educational reform. Arizona State University Mary Lou Fulton Teachers College acknowledges its role in supporting visiting teachers from the Kingdom of Saudi Arabia to utilize action research as an opportunity for professional development.

PENGEMBANGAN SILABUS DAN RPP MELALUI PEMBINAAN PROFESIONAL DENGAN PENDEKATAN KOOPERATIF BAGI GURU SMPN 21 AMBON

2015 ◽  
Vol 8 (2) ◽  
pp. 67
Author(s):  
Ida Kurnia L
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Tools ◽  
Cooperative Approach ◽  
Asking Questions ◽  
Classroom Action Research

The background of this research is the incapacity of teachers in developing syllabi and lesson plan (RPP). This research is a classroom action research (CAR) at SMP 21 Ambon which aims to improve the competence of teachers in developing the syllabus through professional development with cooperative approach. The study was conducted in two cycles involving collaborators. These results indicated that the ability of teachers/participants in understand-ing of the syllabus and lesson plan (RPP) increased, from an average of 65.31% to 78.75%. The activity teacher/participants also increased which is marked by the increasing boldness of teachers in asking questions and raising such issues and increased cooperation of teachers in developing learning tools, especially for teachers in one subject cluster.Keywords : learning syllabus, lesson plans, Classroom Action Research (CAR).

PENERAPAN STRATEGI MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR IPS KELAS IV SDN 005 KOTO SENTAJO KECAMATAN SENTAJO RAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 444
Author(s):  
Fuji Nengsih
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Activity Cycle ◽  
Student Activity ◽  
Teachers And Students ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Daily Test

IPS learning is a science of socio-cultural phenomena, and economics. IPS education in primary schools aims todevelop student potential. This study is a classroom action research that aims to improve the learning processwith the ultimate impact of improved learning outcomes. Data obtained on teacher activity cycle II percentage62.5% and 71% at the second meeting. Cycle II the percentage of teacher activity 83% and 92% at the secondmeeting whereas in student activity on cycle I with percentage 50% and second meeting 62,5% increase in cycleII become 75% and 88% at second meeting cycle II. The activity of teachers and students influences the IPSlearning result data with average views on the initial data 68.3, increased to 79.8 and in the daily test II with anaverage of 89.5. The conclusions in this study are make-match strategies effective in improving IPS learningoutcomes.

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

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