Suggested Citation: Arora, A. (2021, May 31). Curricular interventions to bring gender equality and equity in Indian Schools. Queer Academia. URL
Curricular interventions to bring gender equality and equity in Indian Schools | Archisha Arora
Introduction
The global movement, Education For All (EFA) led by the United Nations Educational, Scientific and Cultural Organization (UNESCO) which aimed to meet the educational needs of all. It was initiated in order to provide the Right to Education to those who were deprived of it. However, in the case of India, gender discrimination in both personal lives and the experience in educational sectors have led to a male-female gap in the literacy rate of India (Kaur, 2013).
Institutions such as schools, universities, and colleges are supposed to provide a holistic environment for children’s growth and development. The ‘curriculum’ by definition, from the Oxford Dictionary, states that curriculum includes the subjects taught in a course, in a school or university (Akpakwu, 2014). They reflect the values and knowledge of society and its norms. However as society evolves and things change, from immaterial to material cultures, simultaneously the curriculum also changes.
In India, we observe a lack of literacy on the basis of the gender gap (Kaur,2013). This has been a constant topic of discussion and growth in the Indian subcontinent and consequently, there had been a great deal of reform in the educational sector as well, such as the decisions taken through The National Policy of Education which is formulated by the Indian government to regulate and promote education in all sectors and to every individual.
In order to promote equal opportunities and experiences, in terms of gender, it is the curriculum itself that needs to be revised and developed so that children feel safe and comfortable, and are aware of more awareness regarding gender and its many aspects.
Culture in Indian Classrooms
Indian Curriculum might not be the best example of development and holistic education system, but it has an attainable scope of improvement. In the current moment, sex education has not been a part of the Indian school’s curriculum and there is no guarantee that a child is provided with the general education of conducting appropriate behavior or just awareness about the gender spectrum.
There are also sociological factors at hand that incite much inappropriate behavior in these settings, as they are often intensified with economic issues, nurture, external factors such as neighborhood, friend circle, family environment, caste inequalities, geographical location, etc. However, the educational system should aim to help the children rise above such actions and behavior, be aware of them, and be aware and responsible citizens.
Girls were often belittled (in a typical setting) regarding their ‘duties’ or their intellectual capacities. This not only restricts them from reaching their full capabilities but also hampers their mental well-being, it also results in women dropping out. India’s literacy rate is at 73.2 %; there are still 313 million illiterate people, out of which 59% are women (Chandra, 2019).
Importance of gender equality and equity
As the world around us is changing socially, it is very essential that we change with it and allow the youth to have become aware and respectful. Since time immemorial women have been disregarded as objects or mere servants and workers and it is high time that we end this sort of discriminatory behavior and ideologies. To fully eradicate this notion, we must incorporate educational institutions as they are the first connection of a person to the outside world, unfamiliar situations, and people, and thus it greatly influences a person’s personality, ideology, and behavior.
In some of the more ‘civilized’ sections of society, we still witness cases of dowry, domestic abuse, the notion of marriage as a necessity in a women’s life, and more (Prasad, 2020). A person’s mentality is a mixture of their nature as well as nurture; a child’s first interaction with the outside world is through schools where the teachers are their guide.
It is high time we understand that schools are not only meant for educational purposes but rather for holistic, developmental, and practical purposes. They are on the main foundation steps of an individual’s entire life and their thinking; the beginning of their cognitive and emotional capabilities.
Suggestions
In order to ensure that children are receiving a holistic environment where they are guided and made aware of the world, it is imperative that the curriculum is modified in a similar way. A study was conducted by Shoekeen Gul and Dr. Zebun Khan in Jammu and Kashmir’s elementary schools in order to figure out interventions in order to promote Gender Equity (Bilal et al., 2013). Their recommendation was to include moral education in the curriculum, provide equal opportunities to girls in competitions, events, etc., organize awareness programs including all gender, equal treatment, and financial support to those in need.
In another study done by Ruth Galia Levtov on ‘Promoting gender equity through schools: Three papers on schooling, gender attitudes, and interventions to promote gender equity in Egypt and India’ . The sample size of the study included the schools of India and Egypt, and their students and teachers. The implications that emerged from this study in the interest of gender equity were as follows:
Importance of effects on the work and lives of the teachers as to create interest, motivation, and some incentives to engage with gender equity concept
Policies in schools encouraging equal and fair participation, monitoring of attendance
Promote critical reflections on how gender inequality affects all and the benefits of an equal share of power
Long-term evaluation of teacher’s experiences and reviews (Levtov, 2013).
References
Amott, M. (2004). “Gender equality and opportunities in the classroom: Thinking about citizenship, pedagogy and the rights of children”, Beyond Access Seminar 2.
Levtov, R. (2013). Promoting gender equity through schools: Three papers on schooling, gender attitudes, and interventions to promote gender equity in Egypt and India. Retrieved May 13, 2021, from https://deepblue.lib.umich.edu/bitstream/handle/2027.42/98035/rlevtov_1.pdf?sequence=1
Akpakwu, O.S., et.al (2014). Gender Equality in Schools: Implications for the Curriculum, Teaching and Classroom Interaction. Online), 5. https://core.ac.uk/download/pdf/234636502.pdf
Bandyopadhyay, M., & Subrahmanian, R. (2008). Consortium for Research on Educational Access, Transitions and Equity Gender Equity in Education: A Review of Trends and Factors. http://www.create-rpc.org/pdf_documents/PTA18.pdf
National Education Policy of India – suggestions for promoting gender equity – International Alliance of Women. (2018). Womenalliance.org. https://www.womenalliance.org/national-education-policy-of-india-suggestions-for-promoting-gender-equity/
Chandra, T. (2019, October 31). Literacy in India: The gender and age dimension. ORF; Observational Research Foundation. https://www.orfonline.org/research/literacy-in-india-the-gender-and-age-dimension-57150/
Bilal, S., Gul, A., Zebun, N., & Khan. (2013). INTERVENTIONS FOR PROMOTING GENDER EQUITY AT ELEMENTARY EDUCATION LEVEL IN SOUTH KASHMIR: AN EVALUATIVE STUDY. International Refereed Research Journal. https://files.eric.ed.gov/fulltext/ED567186.pdf
Kaur, R. (2013) Low Female Literacy Rate and Its Impact on Our Society. (2021). Retrieved 23 May 2021, from https://www.mapsofindia.com/my-india/society/low-female-literacy-rate-and-its-impact-on-our-society
Prasad, P. (2020) 17 dowry cases in 16 days of new year. (2021). Retrieved 23 May 2021, from https://www.newindianexpress.com/cities/bengaluru/2020/jan/17/17-dowry-cases-in-16-days-of-new-year-2090576.html
Reviewed by: Kanav Sahgal, Mohit Dudeja
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