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BES-129

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Gender, School and Society BES-129 For Bachelor of Education [B.Ed.]

Useful For IGNOU, Magadh University (Bodhgaya), Bharathidasan University, Rai Technology University, KSOU (Karnataka), NIILM University, Bihar University (Muzaffarpur), Nalanda University, Jamia Millia Islamia, Vardhman Mahaveer Open University (Kota), Uttarakhand Open University, Kurukshetra University, Himachal Pradesh University, Seva Sadan’s College of Education (Maharashtra), Lalit Narayan Mithila University, Andhra University, Pt. Sunderlal Sharma (Open) University (Bilaspur), Annamalai University, Bangalore University, Bharathiar University, Centre for Distance and Open Learning, Kakatiya University (Andhra Pradesh), KOU (Rajasthan), MPBOU (MP), MDU (Haryana), Punjab University, Tamilnadu Open University, Sri Padmavati Mahila Visvavidyalayam (Andhra Pradesh), Sri Venkateswara University (Andhra Pradesh), UCSDE (Kerala), University of Jammu, YCMOU, Rajasthan University, UPRTOU, Kalyani University, Banaras Hindu University (BHU) and all other Indian Universities.

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Preface

G

ender is a social construct that impacts attitudes, roles, responsibilities and behavior patterns of boys and girls, men and women in all societies. Increasing attention has been given to the importance of achieving gender equality in education. To date, however, most efforts have focused on addressing gender parity - an equal number or proportion of girls and boys accessing educational opportunities. Although simple gender parity may be easier to measure, gender equality encompasses a wider concept, of which gender parity is only a part. Gender equality moves beyond access and requires that girls and boys also experience the same levels of quality and outcomes of education. One of the key impediments to achieving gender equality in education is that it cannot be addressed in a vacuum; rather, educational institutions are products of the inequalities that exist in larger society. Educational institutions are shaped by the societal forces that perpetuate gender-based discrimination; yet, they can also be essential tools to effect great change throughout a community or social context. Behaviours and beliefs formed in schools and educational institutions can have a lasting impact on gender relations in society. Education systems are both a result of external forces and instrumental to perpetuating or alleviating gender disparity around the world. Gender inequality is deeply rooted and there is a need to address widespread discrimination and injustice at all levels in the society. It requires not only a pedagogic approach but also a linkage between theory and real life situations to promote respect for women and reach gender equity. This GPH book "Gender, School and Society (BES-129)" critically evaluates and challenges gender inequalities and explores the roles of school, teachers and society at large in bringing about gender parity. In this book, we have tried to solve all possible questions from the exams’ point of view. Solutions of previous years' papers have also been included to help students to understand the unique examination structure. We hope that this book would not be only a favourite study material for the students but also can be a nice resource for teaching. An attempt has been carefully made to present this book more useful and meet the requirements and challenges of the course prescribed by Indian Universities.

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Topics Covered Block 1

Gender Issues in School and Society

Unit -1

Understanding Basic Gender Concepts

Unit -2

Gender Roles and Patriarchy in Indian Perspective

Unit -3

Patriarchies in Interaction with other Social Structures and Identities

Unit -4

Gender Relations in School

Block 2

Gender and Pedagogic Practices

Unit -5

Teaching as Activism

Unit -6

Standpoint Theory and Knowledge Location

Unit -7

Participatory Classroom

Unit -8

Strategies to Promote Gender Equality in the Classroom

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Contents Chapter-1

Understanding Basic Gender Concepts..................................1-17

Chapter-2

Gender Roles and Patriarchy in Indian Perspective...........19-33

Chapter-3

Patriarchies in Interaction with other Social Structures and

Identities...................................................35-43

Chapter-4

Gender Relations in School...................................................45-56

Chapter-5

Teaching as Activism..............................................................57-71

Chapter-6

Standpoint Theory and Knowledge Location....................73-101

Chapter-7

Participatory Classroom.....................................................103-118

Chapter-8

Strategies to Promote Gender Equality in the Classroom............................................................................119-129

Question Papers (1) June-2018 (Solved)………....................................…...133-137 (2) December-2018……..............…..........................…...138-138 (3) June-2019 (Solved)….........................................…...139-140 (4) December-2019 (Solved)....…............................…...141-143

Understanding Basic Gender Concepts

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INTRODUCTION

A

gender concept refers to the academic study of the phenomena of gender. Within feminist thought, a distinction has been made between ‘sex’ and ‘gender’. Sex here refers to the fact of being either male or female, and gender to the cultural and social ideas of masculinity and femininity that are assigned to different sexes. Gender refers to those traits and characteristics that a person is expected to possess by virtue of being male or female, as well as the different roles that the person is expected to perform. For example, women may be seen as naturally caring and nurturing, while men may be seen as naturally rational and logical; this may lead to the belief that women are naturally suited to jobs like nursing, while men will make good scientists and engineers. The traits associated with masculinity and femininity varies across different cultures and societies, as well as different periods in history. Gender studies looks at the manner in which the norms and patterns of behaviour associated with masculinity and femininity come into being. It studies the features of these norms and patterns – which traits are considered masculine, which feminine, and why? How do stereotypical models of men and women develop? How do they change over time, and what factors contribute to changes? Also, and very importantly, what impact do such stereotypes have upon actually existing men and women?

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Gender, School and Society [BES-129]

Q1. Explain the concept of Gender and Sex. Ans.Gender is not something we are born with, and not something we have, but something we do – something we perform. Gender is understood as socially constructed against the category of sex, which is a biological construction. Imagine a small boy proudly following his father. As he swaggers and sticks out his chest, he is doing everything he can to be like his father – to be a man. Chances are his father is not swaggering, but the boy is creating a persona that embodies what he is admiring in his adult male role model. The same is true of a small girl as she puts on her mother’s high-heeled shoes, smears makeup on her face and minces around the room. Chances are that when these children are grown, they will not swagger and mince respectively, but their childhood performances contain elements that may well surface in their adult male and female behaviours. Chances are, also, that the girl will adopt that swagger on occasion as well, but adults are not likely to consider it as cute as her mincing act. And, chances are also that if the boy decides to try a little mincing, he won’t be considered cute at all. In other words, gendered performances are available to everyone, but it depends on what constraints come and who can perform which personae with impunity. And, this is where gender and sex come together, as society tries to match up ways of behaving with biologically based sex assignments. Sex is a biological categorisation based primarily on reproductive potential, whereas gender is the social elaboration of biological sex. Not surprisingly, social norms for heterosexual coupling and care of any resulting children are closely intertwined with gender. But that is far from the full story. Gender builds on biological sex, but it exaggerates biological difference, and it carries biological difference into domains in which it is completely irrelevant. There is no biological reason, for example, why women should mince and men should swagger, or why women should have red toenails and men should not. But while we think of sex as biological and gender as social, this distinction is not clear-cut. People tend to think of gender as the result of nurture – as social, and hence, fluid – while sex is the result of nature, simply given by biology. However, nature and nurture intertwine, and there is no obvious point at which sex leaves off and gender begins. But the sharp demarcation fails because there is no single objective biological criterion for male or female sex. Sex is based in a combination of anatomical, endocrinal and chromosomal features, and the selection among these criteria for sex assignment is based very much on cultural beliefs about what actually makes someone male or female. Thus, the very definition of the biological

Understanding Basic Gender Concepts

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categories male and female, and people’s understanding of themselves and others as male or female, is ultimately social. Anne Fausto-Sterling (2000) sums up the situation as follows: "Labeling someone a man or a woman is a social decision. We may use scientific knowledge to help us make the decision, but only our beliefs about gender – not science – can define our sex. Furthermore, our beliefs about gender affect what kinds of knowledge scientists produce about sex in the first place." Eventually, the debate on sex/gender led to an explosion of research on gendered sexuality and the emergence of the field of trans-gender studies across nations. ‘Transgender’ is an umbrella term referring to people who do not conform to culturally defined traditional gender roles associated with their biological sex (Lindsey 2015: 36). Historically, the psychiatric community used a term “transsexual” to diagnose people who feel that their biological body doesn’t match with their sense of self or gender identity. People who are transsexual are usually genetic males or females but believe that they are members of the other sex. They feel “trapped” in a wrong body; hence, they may undergo Sex Reassignment Surgery (SRS) to conform to their gender identity. Transgender is a more inclusive term to describe people who have a specific way of expressing or describing their gender identities. Sabatello (2011) cited that, “The concept of ‘transgender’ is used as an umbrella term to describe individuals whose gender identity or expression does not conform to the conventional expectations of masculinity or femininity”. Therefore, the term transgender encompasses physical/psychological aspects of transsexual identity and include various sexual orientations. Thus, it can be said that gender is a learned behaviour, and thus, it can be named as gender socialisation. Gender socialisation is a process in which individuals learn certain gender norms and behaviour and identity. In our everyday life, we can think gender socialisation by looking at some of the hypothetical questions such as: •

What kind of toys will everybody get for the baby boy or baby girl?

•

What was the reaction of the parents when a child is born as a boy or girl?

•

How families and schools assign different natures of work to boys and girls?

Gender, School and Society [BES-129]

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•

What colour would the parents use to decorate the baby’s room?

•

How to think about different names for a baby boy or a girl?

•

How the teachers will make two different lines for boys and girls in the school?

Q2. What is gender discrimination? Describe its impact on economic growth. Also explain various laws prohibiting it. Or What are the various laws prohibiting gender discrimination? Discuss. Or What do you understand by gender discrimination? Where does it occur? Explain. Ans. Gender discrimination occurs when a person is subjected to different or unequal treatment ("discrimination") in any number of situations, when that treatment is based on the person's gender. Gender discrimination refers to discrimination based on social behaviour such as non-conformance of gender roles including sexual orientation and gender identity discrimination. In terms of civil rights law and discrimination, they are essentially the same things and the terms can be used interchangeably. Gender discrimination can take place in many different settings, but typically occurs most often in the following situations: • Employment: Gender discrimination in employment can include claims that a potential employer asked discriminatory questions based on gender during the interview process; claims that an employer failed to hire, failed to promote, or wrongfully terminated an employee based on his/her gender; unequal pay claims; and claims for sexual harassment of employees. • Education: Gender discrimination in education can include claims for exclusion from educational programmes or opportunities based on gender and claims for sexual harassment of students. • Housing: Gender discrimination in housing can include claims for refusal to negotiate with a person seeking housing (including sexual orientation discrimination);

Understanding Basic Gender Concepts

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claims for imposition of different lease/contract terms; and claims for refusal to extend a loan based on the gender of the applicant/tenant/buyer. • Lending/Credit: Gender discrimination in lending/credit can include claims for refusal to extend credit; claims for imposition of unequal loan terms; and claims arising from improper inquiries during the credit/loan approval process, based on the gender of the applicant. Laws Prohibiting Gender Discrimination Most laws guaranteeing and regulating civil rights (including laws relating to gender discrimination) originate at the federal level, through federal legislation (such as the Equal Pay Act). Civil rights have also been defined and interpreted through federal court decisions (such as those handed down by the US Supreme Court). States also pass their own civil rights laws (usually very similar to those at the federal level), and even municipalities like cities and countries can enact ordinances and laws related to civil rights and gender discrimination. In fact, some of the state laws provide more extensive and broader protection against gender discrimination by extending laws to include sexual orientation discrimination and gender identity discrimination. • Gender Discrimination – Sexual Orientation: Although there is no federal protection for sexual orientation discrimination, it can be included under sex discrimination. For example, the Equal Employment Opportunity Commission (EEOC) has held that a claim of sexual orientation discrimination constitutes sex discrimination under Title VII of the Civil Rights Act. • Gender Discrimination – Transgender Status: Similarly, to sexual orientation status not being officially recognised under federal law, the same is true for transgender status. Also, the EEOC has held that transgender status discrimination constitutes sex discrimination under Title VII. Impacts of Gender Discrimination on Economic Growth Following are the impacts of gender discrimination on economic growth: • Investing in addressing gender inequality and women’s empowerment can lead to increased productivity and higher social development.

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Gender, School and Society [BES-129]

• The UN estimates that the Asian region alone loses about $47 billion of yearly output due to lack of female participation in the labour force. • Eliminating barriers that prevent women from participating in certain occupations can increase the productivity gap between male and female and increase the output level per worker by 3-25 per cent. • Nations with educated and empowered women can have higher economic growth. • Improving women’s endowment, opportunities and agency can have positive outcome for their next generation. • Increasing women’s control over the household resources and income is changing the household’s expenditure pattern, which has a positive impact upon their children. In China, an increase in female income by 10 per cent, which in turn, increases the average household income, has a positive impact on the schooling of both girls and boys. • When girls are educated, it leads to positive changes in the lifecycle approach. For instance, education of girls can lead to delayed marriage and motherhood, a reduced risk of HIV and AIDS, increased household income, lower net fertility, better survival, health and education outcome for the next generation, increased decision-making level within the household and community and reduced genderbased violence rate. Q3. What is Gender Dynamics? Discuss in brief. Ans. Gender dynamics refers to the relationships and interactions between and among boys, girls, women and men. Gender dynamics are informed by socio-cultural ideas about gender and the power relationships that define them. Depending upon how they are manifested, gender dynamics can reinforce or challenge existing norms. Gender dynamics is nothing but the way in which men and women are treated or behave differently in society, either with their own gender or with each other. The changes in gender dynamics and roles in society for an individual or group can be changed by either economic standing, age or other factors. A handful of behaviours are sometimes considered negative by a portion of society whom believes it makes men and women unequal. Feminist being the most popular example of this. Though

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most feminists tend to ignore how gender dynamics tend to treat men unfairly as well or how they're ultimately inescapable but can be reversed or changed in a way to become different from their original form. Other than that, gender dynamics are an important part in the human experience and have been found in every society throughout history. Including our own, and will continue to be relevant in the societies our future descendants make. Before the 21st century, parents dressed young boys in frilly, typically feminine dresses and it was difficult to distinguish between boys and girls. Today, a boy would be socially segregated for having long hair, proving that gender dynamics are still relevant in the 21st century. Gender dynamics can influence the ability of learners to access and fully participate in quality education. Barriers to learning will often be different for male and female learners, who face different risks and have different needs. Sometimes the gender dynamics are clearly visible, but at other times, they might be less obvious, or even hidden. Using a gender lens to analyse access to and full participation in education is critical. Q4. Explain the concept of Gender needs. Ans. The concept of gender needs, as being either practical or strategic, is widely recognised by those working within the field of gender and development. The original concept was developed by Molyneux (1985) and then taken up by Moser (1993) in her book Gender Planning and Development, where she incorporates it into her gender-planning framework. Gender needs vary widely according to socio-economic context, and according to race, class and other social categories. They are primarily seen as women's needs within an unequal relationship with men. However, men also have gender needs, for example, in terms of such issues as childcare, paternity rights and military conscription. Both sexes have gender needs regarding sexual orientation. A focus on gender needs should not ignore the fact that women, men and children all have rights. Topics on human rights, democracy and citizenship are increasingly appearing in school curricula worldwide, but the reality of many school environments is one of authoritarian management, a didactic teaching style, and excessive corporal punishment, which gives no space to the exercise of children's rights at all. Caroline Moser defines practical gender needs as 'the needs women identify in their socially accepted roles in society. Practical gender needs do not challenge the gender divisions of labour or

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Gender, School and Society [BES-129]

women's subordinate position in society, although rising out of them. Practical gender needs are a response to immediate perceived necessity, identified within a specific context' (1993: 40). Immediate perceived necessity might be shelter, work, credit, healthcare or education, for example, which would be addressed by providing specific inputs such as health clinics or schools. Moser defines strategic gender needs as 'the needs women identify because of their subordinate position to men in their society. Strategic gender needs vary according to particular contexts. They relate to gender divisions of labour, power and control and may include such issues as legal rights, domestic violence, equal wages and women's control over their bodies' (ibid: 39). They can only be realised when women's subordinate position is challenged, and changes brought about to the existing roles, legal entitlements and institutional practices which impact on gender relations. The goal of the feminist movement has been the realisation of women's strategic gender needs. Strategic needs can be addressed through practical needs. Sara Longwe (1998) points out that every practical development intervention has an effect on power relations and so impacts on strategic needs. Her Women's Empowerment Framework suggests a movement from practical needs (welfare and access) to strategic needs (conscientisation, participation, and control) but this may not necessarily be in a linear manner. The distinction between practical and strategic needs in the real world may also not be clear-cut, for example, access to contraception is a practical need but it can (and has) resulted in wide-ranging strategic gains for women. Education, of course, addresses practical needs (ability to read and write, knowledge of health and hygiene) but it should also address strategic needs in terms of providing young people with greater life choices in terms of careers, marriage, informed decision-making and so on. Q5. Briefly explain gender analysis. What issues are considered by gender analysis framework? Also discuss various gender analysis framework. Or What is gender analysis? Discuss its different frameworks in brief. [June-2018, Q.No.-3(c)] Ans. Gender analysis is the starting point for gender mainstreaming. Before co-operation processes begin, any decisions are made and plans are outlined, the gender equality

Understanding Basic Gender Concepts

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situation in a given context must be analysed and expected results are identified. Gender analysis highlights the differences between and among women, men, girls and boys in terms of their relative distribution of resources, opportunities, constraints and power in a given context. Performing a gender analysis allows us to develop responses that are better suited to remedy gender-based inequalities and meet the needs of different population groups. Gender analysis framework considers issues like work, access to resources, status and role, position, work, control over the resources and condition women and men. All these are illustrated as follows: • Access to Resources: Who has access to productive resources like wealth, credit and agricultural land? • Status and Role: What value is placed on women’s work vis-à-vis men’s work? • Position: This describes how values are attached to women and men differently in the society. For example, women’s work is secondary, invisible, inferior, soft compared to the men’s work. • Work: Who does what type of work? • Control over Resources: Who has the power to decide the distribution of resources and who can have access to resources? For example, women can have access to the agricultural field as family labourers but they may not have control over the land or agricultural produce. • Condition: Condition implies the immediate material situation in which women and men live. For example, how will education be accessible to a girl child? Nation and states make affirmative policies like, ‘Beti bachao beti padhao’, Central government programme and ‘Ladli scheme’ of Delhi government to make education accessible to girl children. Implementation of gender-sensitive policies helps women and girls to improve their material conditions. Following are some of the gender-analysis frameworks that are developed by various gender experts to carry out gender related research: • Harvard Analytical Framework and PeopleOriented Planning: The Harvard Analytical Framework, also called the Gender Roles

Available in Hindi & English BES-121 : Childhood and Growing Up BES-122 : Contemporary India and Education BES-123 : Learning and Teaching BES-124 : Language Across the Curriculum BES-125 : Understanding Disciplines and Subjects BES-126 : Knowledge and Curriculum BES-127 : Assessment for Learning BES-128 : Creating an Inclusive School BES-129 : Gender, School and Society BES-141 : Pedagogy of Science BES-142 : Pedagogy of Social Science BES-143 : Pedagogy of Mathematics BES-144 : Pedagogy of English BESE-131 : Open and Distance Education BESE-132 : Guidance and Counselling BESE-135 : Information and Communication Technology BESL-123 & 124 : Drama And Art In Education & Understanding The Self And Yoga

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