Integrating gender concerns
This paper focuses on the education of girl children in India. It attempts to understand how gender identity influences the quality of their learning experiences. Reviewing available studies it explores how gender is contextualized within schools and pervades classroom processes, specifically in relation to ‘official' school knowledge as well as the hidden curriculum of teacher attitudes and peer interaction. It points to the need for a gender perspective to inform school policy and classroom practices and also be integrated in teacher education. It suggests that unless gender concerns are seriously addressed, the number of girls who enrol in schools may increase, but they are unlikely to receive an education that is equitable.
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Document Type: Research Article
Affiliations: Jawaharlal Nehru University, Delhi, India
Publication date: October 1, 2005