Submitted to: Submitted by:

Dr. Seema Singh Group no. 4

B.Ed (general)
Semester 4th
Group information

 Group no. 4
 Group members
1) Kumari Veena
2) Mala Mishra
3) Juhi Singh
4) Deeksha Rana
5) Kumari Surabhi
6) Akanksha Singh
7) Kanhaiya Aggarwal
Schooling of girls, boys and
transgender
 GENDER
 GENDER BIAS
 GENDER STEREOTYPING
 GENDER PARITY
 SUBJECT CHOICES
Objectives

 Promote gender equality and diversity

 Provide an effective dispute resolution mechanism
 Identifying and remove gender inequalities
 Creating and enabling environment that is free from
gender bias
 creating awareness and developing sense of
responsibility
 Highlight the gender specific issues
 Sensitizing towards gender issues
 Gender identity

Gender identity is the personal sense of

one's own gender.
Gender identity can correlate with
assigned sex at birth or can differ from it
Difference between sex and gender
Sex
 sex is a biological concept based on
biological characteristics such as
difference in the organs related to
reproduction.
 Refers to physiological characteristics
 Difficult to change the sex when born
as male or female
Gender
 Gender on the other hand primarily
deals with personal, societal and
cultural perceptions of sexuality.
 Refers to social cultural expectations
and actions.
 Can be changed since gender identity
is determined by society.
Schooling of girls and
boys
problems

 Economic costs
 Distance
 Health problems
 Domestic work
 Family burdens
 Family prejudices
 Sexual violence
 Teen pregnancy
 Early marriage
Cont…

 Being expected to ‘man ups’

 Pressure to get a job
 Drug abuse
 Increasing academic stress
Suggestions

 Work with parents and community

 Informal educational programmes
 Diminish the chances of violence
 Free schooling and scholarship programmes
 Monetary incentives for families
 Finance food programmes
Schooling of transgender
Transgender ???

Transgender is an umbrella term that describes people whose gender identity

or expression does not match the sex they were assigned at birth.
 On 15 April 2014 Supreme Court of India declared transgender
people to be third gender

 Article 15 of the constitution states that no person shall be

discriminated on the basis of religion, race, caste, sex or place of birth

 The Constitution Act 2002 inserted Article 21-A in the Indian

constitution to provide free and compulsory education to all in the age
group of 6 to 14

 Human rights are inherent to all human beings, regardless of race, sex,
nationality, ethnicity, language, religion or any other status

 Human rights include the right to life and liberty, freedom from slavery
and torture, freedom of opinion and expression, the right to work,
education and many more
In spite of these provisions transgender
are highly excluded from mainstream
society and education
 They face-
 Discrimination
 Disrespect
 Leaving parental home
 Prostitution
 Unwanted attention
 Rejection of entry
 Rape and abuse
 Lack of educational facilities
 Social exclusion
 Suggestions

 Pre-service and in-service teachers must be sensitized to deal with class

which has transgender students, besides content and pedagogic based
modifications
 Healthy learning environmental
 Inclusion through vocational education
 Financial assistance
 Anti discrimination cell for transgender students
 Awareness in society
 Interacting them
 National Commission for transgender children
 Comprehensive census data of transgender persons
GENDER BIASNESS
 What is gender biasness?

When men and women are treated

differently in a way that is unfair.
Gender Biasness in Education

 Poverty
 Limited opportunities for girls
 Distance to school and safety concerns
 Lack of private sanitary toilets
 Gender discrimination at workplace
 Gender biasness in school text books
 Gender biasness in games (playing)
GENDER STEREOTYPING
 GENDER STEREOTYPING –

 Gender stereotyping refers to the practice of ascribing to an

individual w omen or m a n specific attributes, characteristics, or roles by
reason only of her or his membership in the social group of w o m e n or
men. Gender stereotyping is wrongful w hen it results in a violation or
violations of human rights and fundamental freedoms.

 Gender stereotype is a generalized view or perception about

attributes or characteristics or the roles that are or ought to b e possessed
by, or performed by w omen and men. A gender stereotype is harmful
when it limits women’s and men’s capacity to develop their personal
abilities,pursue theirprofessional careers and m ake choices about their
lives.
TEN WAYS TO CHALLENGE GENDER
STEREOTYPES IN S C HO O L I N G

 Here are ten things teachers c a n d o help create a n environment w hich

encourages children to think of themselves as individual, rather than editing
their choices through gender filter.

1. Create a safe s p a c e
2. Challenge stereotypes w hen you hear them
3. Talk about stereotypes
4. Provide a range of role models
5. M a k e the most of books
6. Look at w h o uses w hich spaces a n d equipment
7. M a k e sure there are not ‘girls’jobs a n d ‘boys’ jobs
8. Pick other w ays to divide up the children
9. Use inclusive l ang uag e
10. Think about rewards a n d sanctions
Gender parity
 Gender parity
 According to UNESCO-

Men and women, girls and boys

enjoy the same rights resources,
opportunities and protections.
It does not require that girls
and boys or women and men be he
same or they treated exactly alike.
 Importance of gender parity

 Gender parity is intrinsically linked to

sustainable development.
 It is vital (very necessary) to the
realisation of human rights for all.
 The overall objective of gender
parity is a society in which men,
women and transgender enjoyed
the same opportunities, rights and
obligations in all spheres of life.
 Gender parity and education

 Equal access to education.

 Education is crucial for
achievement of millenium
development goals.
 Education is essential for
understanding and acceptance
of all.
Role of schools in gender parity

 Estabilish rules.
 Classroom seating plan that support equal
participation.
 Have equal academic and behaviour expectation for
all students.
 Group work
 Addressing students equally.
 School : A Specific tool for
determining gender based role
 Gender identification by
school
 In prayer assembly
 Teacher’s Attitude and
Behavior
 Co-curricular Activities
 Text book
 School Curriculums
Prayer Assembly
Teacher’s Attitude
Text Book