Gender Fair Education (GFE): Teaching for women’s empowerment, gender equality and non sexist learning Women and Gender Institute Miriam College Prepared for CEAP JEEPGY ACADEMY May 1, 2013
The GFE team
Place of GFE in JEEPGY Justice and peace
Ecological Engaged integrity
Gender Fair Education
Non sexist learning
Flow of workshop AM
Introductions and Group activity: Open it up
GENDER EQUALITY , EDUCATION AND INTERNATIONAL standards Prof. Aurora J. de Dios Co-Chairperson – CEAP Subcommittee on Gender Equality Executive Director, Miriam College Women and Gender Institute
Integrating Gender in the Curriculum: MC Gender Fair Education Ms. Marita Castillo Pimentel Program Coordinator Gender Fair Education Women and Gender Institute, Miriam College
Class discussion and closing activity: Change, Evolve, Transform
Objectives • Understand national and international imperatives on gender, education and human rights • Identify gender bias in the school setting • Raise awareness on GFE
Open it up
Switching the mind: On or Off?
Gender bias in teachinglearning environment • Write • Fold • Pass
GENDER EQUALITY , EDUCATION AND INTERNATIONAL standards Prof, Aurora Javate de Dios, Women and Gender Institute, Miriam College
Gender socialization in school setting
Gender Socialization in the School The conceptual model or gender socialization of school-aged boys and girls as seen in their interaction and socialization process in the school setting Reinforcement/ Innovation
Gender schema (sex-role standards) 1. Family Peer Faith Media Community Government
2. 3. 4.
Instructional language Materials/ Teaching aids Curriculum Science and Math
3. 4. 5.
Conventional language Responsibilities and tasks given by teachers Discipline and restrictions Reward system of children Traits manifested
Gender schema (sex-role standards)
Gender Socialization in the School
Gender schema (sex-role standards) Family And other social groups
2. 3. 4.
Power structure (i.e org,) Instructional language Materials/ Teaching aids Curriculum
Conventional language Responsibilities and tasks given by teachers Discipline and restrictions Reward system of children
Gender schema (sex-role standards) Student
Textbooks • Visibility of women is very low as compared to men’s appearance in the textbooks. Women and men are identified with stereotypical attributes: • male- brave, heroic, honest, strong are portrayed as male • Female- caring, self scarifying, love and kindness as female attributes • under representation of women is clearly evident in all the textbooks across subjects. little effort to depict women in non-traditional roles and portray them as capable of making choices Token ‘shifts’ such as a chapter on women’s status added
Miriam College’s Stand on Gender Fair Education
PBL’s SOMA… (2001) We simply cannot offer an excellent education because all other top academic institutions do this. As a women’s college, aside from academic excellence, we must offer an education that aggressively and explicitly introduces a feminist orientation and asserts the importance of gender issues…
..... We must self consciously and systematically seek to empower the girls and women under our care, helping them to value themselves and their contributions. We must have to expand options and outcomes for our students beyond traditional roles and stereotyped careers.
CONTENT/ ACAD FIELDS Int’l Women’s Human Rights and Governance (IWHRG) Gender Fair Education (GFE) Gender, Development and Economic Globalization (GDEG) Gender Peace and Security (GPS) Gender Migration Training and Research (GMTR)
PEDAGOGY/ ACADEMIC Gender Integration/ Mainstreami ng into the Academe
Young Women Leadership Program (YWLP)
Women And Gender Institute (WAGI- 1998)
Women’s Research and Resource Ctr (1987) NAT’L (thru the WSAP)
Miriam College’s center for research, training and advocacy on women’s rights, gender equality and non-sexist learning in support of the leadership of young women and students. cross-disciplinal perspective on women’s empowerment that is interlinked with democracy, human rights, social justice and value formation.
Gender Fair Education program Integrates issues of women's rights, gender equality & equity into academic and non-academic programs, development programs for faculty, students and staff and, school administration system
GFE as manifested in the institutional values of Miriam College: • TRUTH
critical of masculinist bias in the search for liberating knowledge & truth
seeks gender equality within a preferential option for the poor.
addresses violence against women / girlchildren as integral to lasting peace.
• INTEGRITY OF CREATION
recognizes women’s equal access to and care of the environment.
STRATEGIES FOR MIRIAM COLLEGE AS A GENDER FAIR CAMPUS LEARNING •Curriculum integration
•Formation of advocates for gender equality / women’s rights
PHYSICAL •Safe campus
•Awareness-raising & advocacy
Admin Support Group
Parents/ Families, Partner Communities
TEACHING •Gender-fair language for instruction •Women empowering teaching methods •Research on women’s issues
•Gender-sensitive students and personnel services
Teaching and Curriculum Integration Gender Sensitivity Training for new members of the faculty, staff and students In service training on GFE for teachers Anti-Sexual Harassment law Gender Fair Language Spotting Stereotypes in Instructional Materials Gender Fair Counselling Harassment in different spaces Public / Street Harassment Intimate Relations Cyberspace Harassment Institutional Training on VAWC and CEDAW
Gender Equality in Partner Communities and Sectors GST for community leaders GST for youth leaders in the community GST for teachers in partner schools GST for Security Personnel GST for Parents and Caregivers
Curriculum Integration THEMES: 1. Shared Parenting 2. Shared Home Management 3. Shared Decision Making 4. Equalized Opportunities 5. Equalized Representation in Public Affairs and Enhance Participation 6. Make women’s roles and contributions visible and valued and recognized 7. Eliminate all forms of violence against women 8. Ensure non sexist socialization 9. Gender Conscience
• Basic Units 2009-Sharing of Practices (after 5 years) 2006-present: Monitoring of Lesson Plans by Subject Area: Updating Workshop (every 2 years) 2003-current: Regular GST for Educators of New Teachers
2005-Training on Gender Fair Lesson Planning 2004-Subject Area Coordinators Training Workshop for Cur. Integration- THEMES AND STRATEGIES 2001-2002- GST for Educators per unit- CSC, Grade School, High School, MAE
Child Study Center Themes -
Equalize opportunities Equalize representation in public affairs Make women’s role visible, valued & recognized
Shared parenting Shared home management Shared decision making
Family and houses
Make women’s role and contribution visible, valued & recognized Equalize opportunities
Shared decision making
Equalize representation in public affairs Make women’s role & contribution visible, valued & recognized
We are also the same.
Grade School Themes 1. shared parenting 2. shared home management
Sub-themes situations, § problem solving § data for graphing Reproductive system
3. shared decision making 4. equalize opportunities
Reproductive system (invite male/female)
Stories (Greek mythology—names of planets and moons Data for graphing Names of some constellations
5. equalize representation in public affairs 6. make women’s role and contribution visible, valued and recognized
7. eliminate all forms of violence against women
Grade School Subject Area: Home Economics and Livelihood Education
Themes 1. shared parenting 2. shared home management
My family Managing Our Home Design of the Home
1-6 3-6 7
3. shared decision making Myself Woodwork projects Getting others to shared Preparing for the future Design and the home
1-7 3-7 3-6 6 7
1.make women’s role and contribution visible, valued and recognized
Getting others to shared Preparing for the future
1.eliminate all forms of violence against women
Bringing out the best in me Improving yourself towards social maturity Adolescence, self concept of friendship
3-6 7 7
4. equalize opportunities
5. equalize representation in public affairs
Higher Education • Curriculum Integration Workshop • • • •
History Literature Philosophy Theology
• Module on GFE for CDE Students • MC 101-Miriam Core Values Modules • Bodily Integrity • Anti-sexual harassment
• MC 201- Ethics and Values • 1 unit of course on Ethics, Values and Gender Fair Learning
• Subjects on • Gender, Education and Language • Women and mass Media • Gender and Migration Studies • Gender, Economics and Trade • Gender , Peace and Security • Graduate Courses • Certificate course on IWHR • Certificate course on GFE • Summer Institute on Migration • Service Learning • Gender Sensitivity Training • Community Youth Leadership Training
Miriam College 1. “I say this with enormous pride — we are a school that celebrates the female perspective and way of doing things. These girls who are with us today will be tomorrow’s ‘women leaders in service” 2. “We are acutely aware of our mission — which is to educate, nurture, train, work with, and stretch and challenge the girls and young women in our care so that they can be their very best selves in every respect,” (ROL, 2011)
Mainstreaming Strategies 1.
Structures: Create Gender Mainstreaming Committee (GMCOM) to oversee GM activities in the institutional leve;
2. Programs: TEACHING Higher Education: • Creation of foundational courses that covers MC Values • Updating courses on women to gender (i.e. Women and Society to Gender in Society; Women and Media to Gender in Media) Basic Education • Integration of gender across levels and across content areas (i.e. shared parenting in topics about knowing your family; women’s representation in subjects like history and religion, IWHR in citizenship subjects) RESEARCH • Generate gender researches to support teaching of specialized courses (i.e. IS, Migration Studies etc.) EXTENSION and OUTREACH • Develop modules on gender sensitivity for external publics (i.e. Govt, Community Partners, other orgs) 3. Policies • • •
Use of gender fair language Awareness on anti-sexual harassment Creation of CODI
Activities on GM now directly coordinate with the unit heads (i.e. principals of basic school, dept chairs )
Monitoring of classroom implementation • of lessons
Curriculum integration workshop for department chairs and teachers
Monitoring of lesson plans
Still not enough people from MC joining WAGI for research. WAGI still have to source out members of research team
Lack of trainors for increasing demand No fund from the school for WAGI outreach /extension services
Non-regular representatives from units resulted to continuing reorientation for new members about plans and actions
Updating workshop for Subject area coordinators
Involve the students (i.e. students of test and measurements, IS students etc.)
Trainors training Collaborate with external agencies (i.e. PYD)
WAGI will initiate monitoring checklists
Other Challenges and responses • Human Resources • Increased demand for trainings on Magna Carta of Women and basic Gender Sensitivity Training, hence TOT must be regular not only in-service but of partner agencies as well (i.e. CSU, URS deped etc.)
• Financial Resources • Sustained but not increasing budget from the school for internal service for gender integration, hence we collaborate with other agenciesgovt,ngos,ingos and DA. (i.e. PyD, UNWomen, OPAPP etc.)
• Sustainability of Programs • Change in administration and change in policies, hence we need to institutionalize programs and processes (i.e. strategic plans, regular collaboration with other advocacy centers and academic units)
• Academic resources • Slow pace in correcting textbooks and other reference materials, hence we need to conduct regular training for teachers on gender fair teacher-made materials and teaching strategies (i.e. spotting gender stereotypes, unbalance representation or even invisibilization) • No specific fund for library materials and other resources, hence we assist academic units (i.e. Intl Studies, Education, Com. Arts) to shop for materials on women’s and gender studies.
By Nancy R. Smith(1973)
For Every Woman
For every woman who is tired of acting weak when she knows she is strong, there is a man who is tired of appearing strong when he feels vulnerable.
For every woman who is tired of acting dumb, there is a man who is burdened with the constant expectation of "knowing everything."
For every woman who is tired of being called "an emotional female," there is a man who is denied the right to weep and to be gentle.
For every woman who is called unfeminine when she competes, there is a man for whom competition is the only way to prove his masculinity.
For every woman who is tired of being a sex object, there is a man who must worry about his potency.
For every woman who feels "tied down" by her children, there is a man who is denied the full pleasures of shared parenthood.
For every woman who is denied meaningful employment or equal pay, there is a man who must bear full financial responsibility for another human being.
For every woman who was not taught the intricacies of an automobile, there is a man who was not taught the satisfactions of cooking.
For every woman who takes a step toward her own liberation, there is a man who finds the way to freedom has been made a little easier