Gender-responsive pedagogy awareness: insights from educators and academic leaders of public universities in Ethiopia
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Дата
2024-12-27
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Alfred Nobel University
Анотація
Gender-responsive pedagogy involves teaching methods that address the specific learning needs of males and females, promoting equal opportunities regardless of gender. This approach is vital for reducing the gender gap in education. While several studies have explored gender inequality within the Ethiopian education system, they often fail to consider the awareness of teachers and academic leaders regarding gender-responsive pedagogy, which could be one of the factors perpetuating inequality.
This study aims to define the level of awareness of gender-responsive pedagogy among teachers and academic leaders in selected public universities in Ethiopia and identify participant-proposed solutions for enhancing this awareness. Understanding the awareness level of university educators and academic leaders helps assess their ability to recognise and address gender bias in teaching practices. Critical pedagogy serves as the theoretical foundation for this research.
The study was conducted at three Ethiopian universities – Madda Walabu, Arsi, and Ambo – with which the authors had strong academic ties, facilitating data collection. A qualitative research methodology was employed, using semi-structured interviews as the primary data collection tool. The study included 13 participants: seven academic leaders (two faculty deans and five academic programme leaders) and six teachers, all with experience in multiple public universities in Ethiopia. The participants represented diverse professional backgrounds and experiences, enabling the inclusion of varied perspectives on genderresponsive pedagogy. The primary themes for analysis were gender awareness and proposed solutions. The data were interpreted in a broader context to uncover their significance.
The findings reveal a significant lack of awareness and specialised training in gender-responsive pedagogy among teachers and academic leaders in the selected public universities. Participants recognised the importance of gender equality in teaching and leadership. Proposed solutions included continuous training in gender-responsive pedagogy, institutional support for its implementation, and integrating its principles into teacher education programmes.
The study concludes that a lack of awareness of gender-responsive pedagogy among teachers and academic leaders contributes to the persistence of systemic gender inequalities. To address this issue, universities must provide training and resources that support the implementation of gender-responsive pedagogy. Collaboration among policymakers, university leaders, and educators is critically important for raising awareness, implementing effective practices, and fostering a more inclusive education system in Ethiopia.
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Ключові слова
gender-responsive pedagogy, educational inequality, gender awareness, public universities in Ethiopia, critical pedagogy, gender equality in teaching, teacher training, inclusive education system, гендерно чутлива педагогіка, освітня нерівність, гендерна обізнаність, державні університети Ефіопії, критична педагогіка, гендерна рівність у викладанні, підготовка викладачів, інклюзивна освітня система