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Theme 2: Perspectives on gender in education. LO2: Summarize the…

- - - - Can overlook cooperation and shared efforts between genders.
    - - Women's limited access to resources is a form of oppression.
      - Gender roles benefit men more than women.
  - - - Kids learn gender roles through language, play and expectations.
      - Gender isn't something we are, but something we do.
    - - Focuses on micro-level interactions and doesn't address larger systems like laws.
  - - - Overlooks individual preferences and non-binary identities.
      - Reinforces patriarchy.
    - - Gender roles ensure stability, order and continuity.
      - Men and women have different but complementary roles.
- - - - Boys may dominate classroom conversation unless this's monitored.
      - Girls may be given less access to sports facilities.
    - - Boys are often punished more harshly for the same actions, perpetuating ideas about aggression.
      - Girls may be expected to be quiet and compliant, punishing assertiveness.
    - - Gender-segregated activities.
      - Dress codes that reinforce binary gender norms.
      - Language in school values, mottos and mission statements.
- - - - Are your expectations different depending on gender?
    - - Dress codes often reinforce binary norms.
      - School events like "Mr and Miss" competitions promote stereotypes about appearance.
    - - Make intentional decisions to share space and voice.
  - - - You're responsible for what you put on your walls, shelves and worksheets.
      - These are the values and messages learners absorb without being formally taught.
- - - - Some kids may face strict gender expectations from home or religious leaders or feel fear for expressing gender outside of norms.
    - - Families may not support a kid's identity because they're focused on survival. Schools in poor communities may lack counsellors or support systems for gender-diverse kids.
    - - People's beliefs about different races may affect how boys are treated compared to girls.
    - - Some languages have gendered terms, but not all kids have the vocabulary to explain how they feel. This may lead to confusion and teachers must listen sensitively.
    - - Kids with disabilities may be viewed as asexual or genderless and denied a voice in expressing their identity.
- - - - Monitor your own responses and interrupt gendered teasing with clear correction.
    - - Choose books that shows diverse characters, families and roles and point out biases.
    - - Use inclusive language.
      - Encourage all kids to explore activities without assigning them by gender.
      - Set ground rules that include "respect all identities".
    - - Listen without judgment and allow kids to express themselves.
      - Don't share private information without the kid's consent unless there is danger.