A Pedagogical Report on Gender, Sexuality and Education
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Added on 2019-11-29
A Pedagogical Report on Gender, Sexuality and Education
Added on 2019-11-29
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Running head: GENDER, SEXUALITY AND EDUCATION1A Socio-Cultural Pedagogical Report on; Gender, Sexuality, and SchoolingName:Affiliation:Date:
GENDER, SEXUALITY AND EDUCATION2IntroductionThis paper outlines a practical pedagogical initiative developed in response to a socio-cultural educational situation which has been more evident in our communities encountered in the area of gender and schooling by a graduate teacher. Gender and schooling are based on the understanding that variations in the experiences and results in education for boys and girls are as a result of gender on what are the expectations, behaviors, and interests of the two sexes (McClintock & Anne, 2013). The impact of gender and schooling acknowledge that boys are valued by the education system over girls in many parts of the world. There most evident cases in the social-cultural area of area of gender and schooling in most institutions (Jones et al., 2012, p. 437). Gender is an aspect that has been distinct in many parts of the world both in schools as well as other fields. Both the initiative and the pedagogical situation are evident in this paper by a rationale which is theoretically informed. The socio-cultural educational situation is set in a huge state high school on the outskirts of Brisbane, along with Racecourse road in Australia. It has been noted that most of the student who joins the institution are boys and also a few female students select subjects related to technical courses. This I observed as a graduate teacher and taking students for year 10 through physics. It was also present in a task force report that was commissioned on gender equity in schools to ensure that all students had equal chances of education and careers (Vavrus, 2009, p. 383). The year ten students are making their subject selection before advancing to year 11. It is astonishing how the girls are performing in physics, and other technical subjects and they drop them. This is due to the perception that certain careers such as engineering suitable for males. This was the response given by the girls upon asking them why they don't opt for physics. They also argued that the community valued technical courses as male careers. The socio-cultural
GENDER, SEXUALITY AND EDUCATION3pedagogical situation that is faced with as a graduate teacher is a large number of female studentsin year ten opting to drop physics despite performing well because it is linked to technical courses that are perceived to belong to males. As a pedagogical initiative to curb this issue, I have decided to sink into educating femalestudents on the need to ignore such perceptions hindering them from subject selection and career choices. This will mainly be mainly through reviewing the lesson plans and putting down new ones. I will also enlighten parents during school meeting on post-school career pathways and bring a session of dealing with school culture in my class and the school at large (McClintock & Anne, 2013).RationaleCritics on whether girls should take sciences and the perspective that technical courses are a common thing in most parts of the world affecting gender and schooling of many students. In my case, I am faced with girls in year ten not selecting physics as one of their subjects. The main cause of this was the culture that boys were best suited to pursue careers linked to technicalcourses. In my class of year 10, I have witnessed some well-performing girls opt to drop physics in claims that it is not feminine subjects based on their careers and also the culture that the society has towards girls who enroll in technical courses (Jones et al., 2012, p. 438). The rationale here is to justify the presence of this scenario in my class as a graduate teach and lay down the suitable means to help the girls under questions fight this articulation that makes them drop physics when proceeding to year 11 (Asher, 2007, p. 66). The rationale will also involve an initiative focused on the school parents during the meeting to enlighten them on the significance of providing equal chances to both girls and girls in the Australian community.
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