Darvesh Karim
Assistant Instructor
Professional Development Center, North
University Road, Konodass, Gilgit.
Ph. No: (+92) 05811-454132-4 Ext: 3017
Fax No: (+92) 05811-454135
Cell No: (+92) 03465419307
Email (Official): darveshkarim@pdcn.edu.pk
Email (Private): dk_hunzai@yahoo.com, darvesh.karim@gmail.com
Background
This reflective paper focuses on how gender reflects and is enacted in every day practices of a trust controlled school in Karachi, which was established in 1949 and now running in two shifts. Our focus (as a group) was the evening shift, secondary section, which was loaded with 600 students, almost an equal ratio of boys and girls with 32 teachers, 10 male and the rest were female. I will try to critically examine and analyze this school, based on two visits to explore three major dimensions lensed with gender, i.e. management in terms of assignments and tasks delegated to teachers and students, physical resources and teaching learning practices. However, I feel that these two visits were insufficient to have a deeper understanding of gender which is of-course a huge area to discuss and schools have been known as the reflection of society (Leach, 2003). In my personal observation, schools along with society and home, normally continue to perpetuate the worst forms of gender discrimination and the abuse of basic human rights for both girls and boys. Schools help to reflect the values held by society (Leach, 2003). Therefore, covering all aspects of gender inaction in two visits only is absolutely unattainable. This paper will outline the state of the existing practices and procedures in school in gender perspective and will lastly try to analyze some of these practices with some recommendations.
Thematic Observations
Management
As a small reflection of these two visits on first dimensions i.e. the management, I found that females were mostly managing academic side while the administrative practices were done by male members. Female students were mostly given leading positions like monitors and prefects. Assembly proceedings were similar to boys and girls except the separate entry and exit points. Students were performing the same exercise in assembly, but positioned in separate lines. Female students use to get five minutes earlier break and tuck shop was having two windows one for girls and another for boys.
Physical Resources
The physical resources in terms of access, library, labs, sports, water, canteen, restroom, teaching aids and displays, I observed that major portion of playground was occupied by boys. There were separate washrooms, seating arrangement in classrooms was separate and the displays were more male oriented, however, for Science Labs & Library there were equal opportunities for both genders.
Teaching and Learning
The situation of teaching and learning in terms of language, teachers’ interactions, students interactions, curriculum contents and teaching strategies, I found that language used in class was not purely gender biased, teachers used to call students either by their names or saying ‘students’, similarly, the syllabus contents were addressing as ‘students’ or ‘learners’. Female students were hesitant and low voiced and male students were active participants, while during interviews with two teachers', they told us that girls are active participants while boys are passive participants in classes, so this perception was contrasting in real situation.
Analysis
Stereotyping
My initial observation was encouraging to note that boys and girls were treated almost equally without any big discrimination because it was also told that school discourages gender discrimination, however, I felt that socially constructed ‘stereotyping’ was a major influencing factor in school and still there were some gaps between boys and girls. There were certain games such as volley ball and cricket where mostly the boys seemed engaged. The girls had a separate portion for games where they play table tennis; a light game as compared to volley ball and cricket.
All these practices depict that gender stereotyping is common in Pakistan, where the culture and society have been influenced by centuries of a male-dominated life style that places women in a subordinate role and subjects them to unequal treatment. While the concern for gender equality and equity condition in education continues to be now seen as a priority item in developed countries as well as in developing countries.
Specifically talking on ‘stereotyping’ in gender, which can be defined as a subjective perception or a picture in one’s head of the characteristics, roles, attributes, forms, or traits of a person which gradually in-builds through societal influence. I felt among the teachers and students (to whom I interviewed) that their perception about gender was typically stereotyped. They didn’t seem to favor gender disparities but their perception was telling another story, like ‘Girls take initiative’, ‘Girls are sensitive’, ‘Boys are strong’, ‘Boys are our heroes’, ‘Boys are reluctant and careless’
Therefore, there is an urgent need for the teachers and other stakeholders in this school to minimize the so-called stereotyping which in my perception is just the myths with no concern to the reality. At the other hand, it is also critical to bear in mind that teachers do not come into the classrooms as gender-neutral personalities. Teachers are likely to have internalized an exact gender ideology through years of socialization in both informal and formal settings. However, I believe, teachers are purposefully positioned to act as change agents at classroom level in order to level the gender disparities. But, to achieve this purpose a greater awareness among teachers and policy makers is necessary, which will lead to more gender focused and related interventions at school level.
School Culture and Infrastructure
In many ways, school infrastructure and culture was not gender responsive when it came to meeting the needs of teenage girls. This can be a factor to widen the gap between boys and girls in classrooms. Firstly, the design of school desks and benches were not appropriate and suitable for girls to have an easy access, if seated with boys. Secondly, I felt that the hesitation and low voice of girls can be rooted with the culture of this school that students must respond to teacher’s questions while standing or during teacher’s entry and exit from classroom as a sign of respect. Girls may find all these unnecessary requirements as barriers for active participation in the learning process, because of their natural construction and process of feminine.
Displays
School learning and teaching materials, especially displays, were dominant with masculine orientations that negatively impact upon girls’ self esteem and confidence. When dealing with power issues, girls are cast in powerless or disempowering roles in which they cannot make any decisions without consulting male figures. After observing all these stuff, children acquire gender stereotypes about boys and girls. Therefore, sensitization of gender equality and equity is essential during planning and displaying the visual aids in school.
Conclusion and Recommendation
After going through my current course and school visit, I feel that if female are given leadership role and trusted they can become bold and play their role equal to male, which was reflecting from the school principal’s behavior and practice.
After having said that ‘schools are the reflection of society’, now it is the time for school to reflect back to society a different image about a gender equitable society. School is a major source that will help to trigger change. This will occur only when teachers and learners are assisted in adopting classroom level initiatives that reflect new images based on positive gender thoughts. To bring improvement in this regard, I recommend Gender Awareness workshops for teachers, parents and students in this school, all students should be facilitated all sports and according to our group they all should convince to understand GENDER as;
| G | E | N | D | E | R |
| Grow together | Eliminate discrimination | Neglect criticism | Discourage stereotyping | Encourage equity and equality | Respect all |
REFERENCES
Leach, F. (2003). Practicing gender analysis in education. Oxford, UK: Oxfam.
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