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Saturday, 16 February 2019

Gender in education: conversion from ideology to behavior

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GENDER PARITY in access to education is a general discourse shared by sustainable development goals (SDG). In the last two decades, most countries have taken a wide range of initiatives to ensure that male and female students participate equally in primary and secondary education. Nonetheless, aggressive changes in number and quality are still behind SDG's goal. In 1992, 42.5% of girls attended primary school in South Asia. Even in 2012, the scenario did not change. But trying to achieve gender equality only by increasing the equality of men and women's participation does not help to achieve the original objectives.

The same number of ambivalent participation in education definitely represents equivalent rights in access to education. However, the concept of gender equality lies in behavior related to personal psychology and psychology. Even if the number of girls 'students' enrollment in education increases, gender equality is not necessarily guaranteed. Many people think women's participation is an essential tool for eliminating social stigma. This does not necessarily change the old way of thinking about gender equality and fairness. Such a way of thinking is lacking among most girls and next generation women. As a result, the number of women's participation has not changed much throughout this period. To change this psychology, it is necessary to adopt a complex pathway to learn and understand the necessity of both sex and practice in real life. According to a sustained ideological shift of the role of gender equality, action increases the opportunity to create a long-term schedule of ongoing gender equality. Therefore, psychological change is one of the important factors to bring about the expected change in gender equality. Access to education may guarantee the right to women's education, but access to the idea of ​​gender equality can guarantee women's rights not only in education but in all walks of life.
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It is not easy to design such a difficult route to ensure gender equality. The problem between men and women is recognized differently between boys and girls students. In order to change the prejudice stereotype of the role of gender, it is necessary to include gender issues in textbooks. We need to evolve unique ideas to penetrate the typical concept of gender roles built over the patriarchy for many years. In order to represent gender equality, education curriculum needs to be readjusted linguistically. Since males and females recognize the role of men and women, men and women's issues need to be dealt with separately between males and females. A general explanation of gender equality in textbooks is not sufficient if it does not stimulate preset psychology to bring about the expected change. The modern curriculum needs to be reconstructed by evolving sexuality issues and gender roles and equality ideas in the workplace to bring about a positive psychological change.

When changes are made, groups of thoughts can be executed through practical actions. Incorporating psychological changes and practicing that the roles of men and women are the same must be done in parallel. Positive psychological change in gender equality can be advanced through the process of long-term behavior in society. Since the role of gender is influenced by patriarchal ideology, students who go to school can teach in different ways from girls students as necessary. On the other hand, female students going to school need to introduce gender education and innovative ideas to raise their voice in patriarchy. A comprehensive and comprehensive approach is required for teaching and preaching both gender roles, issues, equality, fairness and gender.

If such gender neutrality continues to evolve mentally beyond generations, if it continues, the chances of bringing forward positive changes with a gender neutral role will be higher. This ideological change reminds us of Dr. AmartyaƧen's ability approach, which places emphasis on changes in ideology by making free decisions to control the quality of life. Psychological development of gender equality brings about the same effect as making independent decisions on the role of men and women. The ability to make gender neutral decisions has ideological changes and practices through multiple actions.

The idea of ​​increasing women's participation among children attending school can change the psychological structure of students going to school from the beginning of life and can communicate such changes for generations It is. The need to increase women's participation should be addressed among male students and future generations. The process needs to be customized accordingly. Any comprehensive approach for gender neutrality can be counterproductive and ineffective. An increase in female students may portray access to education, but we can not describe access to the world of gender equality.

Equal access to education for both male and female students is one of the prerequisites for securing a gender neutral world. However, receiving education without changing the ideology may hinder progress in securing gender equality. Female students with a high enrollment rate can increase the participation rate of women, but this does not necessarily guarantee equal gender equality in society. True equality is not in equality of both men and women, but in neutral behavior and practice of men and women. In this article we focus attention on the necessity of emphasizing gender equality by changing the way of thinking of gender rather than emphasizing that male and female students participate equally.

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