Teachers' Gender Consciousness and Difficulties in Teaching: Reflection on Gender Curriculum Design and Teaching Practice of Elementary and Secondary School Teachers
Lee, Shiue-Ling (Department of Child Development and Family Studies, Tzu Chi University)
In this paper, we study elementary and secondary school teachers’ gender curriculum design and teaching practice. It was found that teachers’ gender consciousness not only affects gender curricula, but is also closely related to teaching resources. Teachers with gender consciousness play a key role in effectively carrying out a gender curriculum. On the other hand, teachers without gender consciousness find it easy and safe to conduct a gender curriculum by simply copying a similar curriculum or promoting gender policies in disregard of specific conditions in their own classrooms. These half-baked gender curricula may narrow down gender education and/or generate stereotypes. Teachers with gender consciousness can take the initiative to create a gender curriculum from nothing, and make good use of the teaching resources to fulfill the curriculum. Teachers lacking gender consciousness may lose sight of the true purpose of gender equality education. They rely too much on external resources, unaware of the negative effect of their teaching process on gender education. Even teachers with gender consciousness find it hard to combat bias within resources under the existing system, such as the healing-seeking mindset, and the pressure resulting from exam-oriented educational agenda.
curriculum design and teaching, gender consciousness