Gender Responsive Teaching Materials sip
Ella Yulaelawati, M.A., Ph.D
Director of Early Childhood Education Development
A. Why Teaching Materials Should Be
Gender Responsive?
Gender responsive teaching materials are urgently
needed to avoid gender inequality or stereotypes. Gender stereotypes portrayed in teaching materials can
negatively impact the efforts to achieve gender equality and equity in national development. As mentioned
in the National Medium-Term Development Plan, the
national education development priorities are aimed at
improving the quality, excellence, and efficiency of education.
In aaddition
ddition to teachers,
dd
teachhers,
teaching m
materials
atter
erials pplay
lay a
la
sign
si
signifi
g ificant role in
in learning
lear
a ni
ning
ng
aactivities.
acti
ac
ctivi
ivviittiies
es.. In this
cco
context,
ont
on
nteexxt,
t
llearning
earnninng
ea
aaccti
tivi
vittiies aatt th
tthee
activities
primary
level are considered strategic and instrumental
because they are at the stage of shaping cognitive and
affective skills of both male and female learners. Early
socialization in schools about gender insights through
teaching materials will have a major role in influencing
the values, views, attitudes and actions of a person,
including to the opposite sex. The socialization is more
important than ever if it is giv
given to early-children
who are in the phase of growth and development.
When there is a knowledge, und
understanding, analysis,
application, evaluation (as reflected
in the image,
e
attitude, behavior, personality, values) of someone
about something, gender roles aand relationships are
being formed.
achieve gender equality and equity. Other facts about
the issue of gender bias in teaching materials in books
analyzed by a team in Jakarta put the role of women
in the domestic sphere (80%) compared to men
(20%). Other than that, men are described to be more
dominant in the productive role (70%) compared to
women (30%).
Based
content analysis studies
Base
Ba
sedd on the research and co
on gender
elementary school textbooks
gennde
derr pe
pperspective
rspective in element
in
in 1994, many
man
a y of the textbooks actually solidify and
perpetuate
we allow this situation
ppeerppet
etua
u te gender
ua
gennde
derr st
sstereotypes.
ereotypes. If w
to
t continue,
continuue, it will be very
ve difficult for us to
• A group of men and children are
cleaning/washing a car while a group of
girls arrange a flower pot.
The followings are some examples of gender bias
portrayed in teaching materials based on roles.
1. Gender Roles
a. Gender role in the domestic sphere
• Boy/father goes to the office, girl/mother
cooks in the kitchen.
• Mrs. Karto is embroidering and Mr.
Karto is reading newspaper.
• A father is busy repairing a bicycle
(assisted by son), while the mother is
making the dinner table (helped by
daughter).
b. Reproductive Role
• Mrs. Hamid is boiling water and cooking
rice.
• Mr. Hamid is sweeping the yard
In addition to gender bias based on roles, there
are also gender bias issues based on gender values
and gender status found in teaching materials.
2. Gender Values
Gender values that are illustrated in teaching
materials describe a general reflection of people
as expected by the society. A man is expected to
be assertive, bold, mischievous and strong, while
a woman is portrayed to be gentle, affectionate,
neat and role-modelling.
1
Examples:
a. Men values
Ali, Budi, and Toni were elected as the
school representatives for a quiz contest.
Although they had quite heavy rivals, Ali
and his friends did not feel daunted.
b. Women Values
Rina was embarrassed, because she could
not do Math on the blackboard.
B. Understanding Responsive Gender
Teaching Materials
Responsive gender teaching materials is materials
that are sensitive to gender issues, such as materials that
teach/treat/describe gender equality and equity between
men and women in gaining access, participation and
benefits of various aspects in life and mastery of science
and information technology, depicting men and women
are dynamic in culturally relevant settings and moving
out from the wrong gender stereotypes.
3. Gender Status
Exercise
Gender
Responsive
Teaching
Materials
Example
Examples:
a. School principal or doctor is described as a
male figure.
b. Nurse or teacher is described as a female
figure.
and so on. The exercises are aimed at stimulating
comprehension, applying the theory, analyzing,
synthesizing, and evaluating the concept of
gender equality and equity. In addition, the
exercises should manage to apply gender theory
based on the subjects being taught.
4. Reflection
Reflection
1. Concept/Theory
Teaching materials developed are expected to be
used as a framework to understand examples,
solve problems in life, and change the behavior
of male and female learners. Gender responsive
teaching materials can encourage male and
female learners having gender sensitivity,
understanding social reality with a gender
perspective, solve the problem of gender bias in
life, and form the mental attitudes and behavior
and create a gender-friendly culture.
Based on their status in family, society and
country, men are labeled as workers, leaders,
heads of families, and community leaders, while
women are labeled as members, followers, and
passive participants in various activities.
Gender responsive teaching materials should
contain competencies that reflect gender
equality in learning outcomes to build a genderfriendly culture in the society.
2. Example
C. Components of Gender Responsive
Teaching Materials
To produce gender responsive teaching
materials, it is important to pay attention to the
following components:
2
Concept/Theory
Teaching materials have to present examples
in the forms of social facts that are relevant to
real-life in supporting male and female learners
think critical and contextual.
3. Exercise
Several exercises to be covered in gender responsive
teaching materials could be in the forms problem
solving, role playing, performance, observation,
3
D. Preparing Gender Responsive Teaching
Materials
F. Strategy to Integrate Gender in Teaching
Materials
The preparation of gender responsive teaching
materials must meet the following requirements:
1. It is accurate and not gender bias, measured by
relevance, width and depth, variety, creativity
and integration gender of equality values.
2. Presented through a systematic procedure.
3. Use communicative explanation language, for
both male and female learners.
4. Published with an interesting layout, not showing a particular gender harassment, adapted to
the learners’ mental, cognitive, and psychological conditions as well as language development.
E. Flow of Gender Perspective Teaching
Materials Preparation
G. Some tips in Selecting Gender Responsive
Teaching Materials
Some aspects to consider are:
1. Texts
a. Simple with explicit messages, such as giving
balanced portions and frequency in texts
and images about women.
b. Do not describe things that too extreme,
such as women ride rickshaws, pull carts,
etc. It is alright to portray a mother who
works as a teacher, an employee who is active
and energetic but still doing chores. It will
be balanced by describing a father who also
works and has no objection to doing chores.
c. Describe children as independent individuals
and are able to cater themselves. All members
in the family could develop themselves in a
healthy way, both physical and spiritual.
NO
ANALYSIS
1 Teaching materials should describe equality
between men and women in access, participation
and advantage of knowledge and information
technology.
d. Display productive and reproductive roles in
a balanced manner. For example, men and
women work together to clean the house,
take turns driving, take turns to accompany
children when studying, all family members
do the shopping together, etc.
2. Messages
4
Analizing Core
competencies
Analizing Basic
Competencies
Publishing
teaching
materials
Developing
learning
activities
Formulating
indicators
Preparing
learning
materials
It is important to avoid the depiction that is
too extreme and irrelevant. For Example: “My
mother is a doctor and my father is a tailor”.
This example is not really valid for Indonesian
context. In general, a man with higher education
will tend to choose a partner with similar
education. The illustration can be replaced with
the following example: “My father is a scholar in
computer science and runs a business, while my
mother is a doctor who works at the hospital.
Thus, my father can look after my younger
sister”.
2
Teaching materials should depict dynamic
portrayals of men and women in the context of
relevant culture.
3
Teaching materials do not use gender
stereotypes: (“women go shopping and men read
newspapers”)
4
Teaching materials contain information about
male and female leaders in math and science, etc.
5
Teaching materials have some information about
inviting men and women as keynote speakers in
the field of economics, law, and social activities
with regard to recent issues in the society.
Further information:
DIrectorate General of Early Childhood and Community Education
Directorate of Early Childhood Education Development
Ministry of Education and Culture Office,
E Building, 7th floor
Jl. Jenderal Sudirman, Senayan, Jakarta
Director of Early Childhood Education Development
A. Why Teaching Materials Should Be
Gender Responsive?
Gender responsive teaching materials are urgently
needed to avoid gender inequality or stereotypes. Gender stereotypes portrayed in teaching materials can
negatively impact the efforts to achieve gender equality and equity in national development. As mentioned
in the National Medium-Term Development Plan, the
national education development priorities are aimed at
improving the quality, excellence, and efficiency of education.
In aaddition
ddition to teachers,
dd
teachhers,
teaching m
materials
atter
erials pplay
lay a
la
sign
si
signifi
g ificant role in
in learning
lear
a ni
ning
ng
aactivities.
acti
ac
ctivi
ivviittiies
es.. In this
cco
context,
ont
on
nteexxt,
t
llearning
earnninng
ea
aaccti
tivi
vittiies aatt th
tthee
activities
primary
level are considered strategic and instrumental
because they are at the stage of shaping cognitive and
affective skills of both male and female learners. Early
socialization in schools about gender insights through
teaching materials will have a major role in influencing
the values, views, attitudes and actions of a person,
including to the opposite sex. The socialization is more
important than ever if it is giv
given to early-children
who are in the phase of growth and development.
When there is a knowledge, und
understanding, analysis,
application, evaluation (as reflected
in the image,
e
attitude, behavior, personality, values) of someone
about something, gender roles aand relationships are
being formed.
achieve gender equality and equity. Other facts about
the issue of gender bias in teaching materials in books
analyzed by a team in Jakarta put the role of women
in the domestic sphere (80%) compared to men
(20%). Other than that, men are described to be more
dominant in the productive role (70%) compared to
women (30%).
Based
content analysis studies
Base
Ba
sedd on the research and co
on gender
elementary school textbooks
gennde
derr pe
pperspective
rspective in element
in
in 1994, many
man
a y of the textbooks actually solidify and
perpetuate
we allow this situation
ppeerppet
etua
u te gender
ua
gennde
derr st
sstereotypes.
ereotypes. If w
to
t continue,
continuue, it will be very
ve difficult for us to
• A group of men and children are
cleaning/washing a car while a group of
girls arrange a flower pot.
The followings are some examples of gender bias
portrayed in teaching materials based on roles.
1. Gender Roles
a. Gender role in the domestic sphere
• Boy/father goes to the office, girl/mother
cooks in the kitchen.
• Mrs. Karto is embroidering and Mr.
Karto is reading newspaper.
• A father is busy repairing a bicycle
(assisted by son), while the mother is
making the dinner table (helped by
daughter).
b. Reproductive Role
• Mrs. Hamid is boiling water and cooking
rice.
• Mr. Hamid is sweeping the yard
In addition to gender bias based on roles, there
are also gender bias issues based on gender values
and gender status found in teaching materials.
2. Gender Values
Gender values that are illustrated in teaching
materials describe a general reflection of people
as expected by the society. A man is expected to
be assertive, bold, mischievous and strong, while
a woman is portrayed to be gentle, affectionate,
neat and role-modelling.
1
Examples:
a. Men values
Ali, Budi, and Toni were elected as the
school representatives for a quiz contest.
Although they had quite heavy rivals, Ali
and his friends did not feel daunted.
b. Women Values
Rina was embarrassed, because she could
not do Math on the blackboard.
B. Understanding Responsive Gender
Teaching Materials
Responsive gender teaching materials is materials
that are sensitive to gender issues, such as materials that
teach/treat/describe gender equality and equity between
men and women in gaining access, participation and
benefits of various aspects in life and mastery of science
and information technology, depicting men and women
are dynamic in culturally relevant settings and moving
out from the wrong gender stereotypes.
3. Gender Status
Exercise
Gender
Responsive
Teaching
Materials
Example
Examples:
a. School principal or doctor is described as a
male figure.
b. Nurse or teacher is described as a female
figure.
and so on. The exercises are aimed at stimulating
comprehension, applying the theory, analyzing,
synthesizing, and evaluating the concept of
gender equality and equity. In addition, the
exercises should manage to apply gender theory
based on the subjects being taught.
4. Reflection
Reflection
1. Concept/Theory
Teaching materials developed are expected to be
used as a framework to understand examples,
solve problems in life, and change the behavior
of male and female learners. Gender responsive
teaching materials can encourage male and
female learners having gender sensitivity,
understanding social reality with a gender
perspective, solve the problem of gender bias in
life, and form the mental attitudes and behavior
and create a gender-friendly culture.
Based on their status in family, society and
country, men are labeled as workers, leaders,
heads of families, and community leaders, while
women are labeled as members, followers, and
passive participants in various activities.
Gender responsive teaching materials should
contain competencies that reflect gender
equality in learning outcomes to build a genderfriendly culture in the society.
2. Example
C. Components of Gender Responsive
Teaching Materials
To produce gender responsive teaching
materials, it is important to pay attention to the
following components:
2
Concept/Theory
Teaching materials have to present examples
in the forms of social facts that are relevant to
real-life in supporting male and female learners
think critical and contextual.
3. Exercise
Several exercises to be covered in gender responsive
teaching materials could be in the forms problem
solving, role playing, performance, observation,
3
D. Preparing Gender Responsive Teaching
Materials
F. Strategy to Integrate Gender in Teaching
Materials
The preparation of gender responsive teaching
materials must meet the following requirements:
1. It is accurate and not gender bias, measured by
relevance, width and depth, variety, creativity
and integration gender of equality values.
2. Presented through a systematic procedure.
3. Use communicative explanation language, for
both male and female learners.
4. Published with an interesting layout, not showing a particular gender harassment, adapted to
the learners’ mental, cognitive, and psychological conditions as well as language development.
E. Flow of Gender Perspective Teaching
Materials Preparation
G. Some tips in Selecting Gender Responsive
Teaching Materials
Some aspects to consider are:
1. Texts
a. Simple with explicit messages, such as giving
balanced portions and frequency in texts
and images about women.
b. Do not describe things that too extreme,
such as women ride rickshaws, pull carts,
etc. It is alright to portray a mother who
works as a teacher, an employee who is active
and energetic but still doing chores. It will
be balanced by describing a father who also
works and has no objection to doing chores.
c. Describe children as independent individuals
and are able to cater themselves. All members
in the family could develop themselves in a
healthy way, both physical and spiritual.
NO
ANALYSIS
1 Teaching materials should describe equality
between men and women in access, participation
and advantage of knowledge and information
technology.
d. Display productive and reproductive roles in
a balanced manner. For example, men and
women work together to clean the house,
take turns driving, take turns to accompany
children when studying, all family members
do the shopping together, etc.
2. Messages
4
Analizing Core
competencies
Analizing Basic
Competencies
Publishing
teaching
materials
Developing
learning
activities
Formulating
indicators
Preparing
learning
materials
It is important to avoid the depiction that is
too extreme and irrelevant. For Example: “My
mother is a doctor and my father is a tailor”.
This example is not really valid for Indonesian
context. In general, a man with higher education
will tend to choose a partner with similar
education. The illustration can be replaced with
the following example: “My father is a scholar in
computer science and runs a business, while my
mother is a doctor who works at the hospital.
Thus, my father can look after my younger
sister”.
2
Teaching materials should depict dynamic
portrayals of men and women in the context of
relevant culture.
3
Teaching materials do not use gender
stereotypes: (“women go shopping and men read
newspapers”)
4
Teaching materials contain information about
male and female leaders in math and science, etc.
5
Teaching materials have some information about
inviting men and women as keynote speakers in
the field of economics, law, and social activities
with regard to recent issues in the society.
Further information:
DIrectorate General of Early Childhood and Community Education
Directorate of Early Childhood Education Development
Ministry of Education and Culture Office,
E Building, 7th floor
Jl. Jenderal Sudirman, Senayan, Jakarta