Navigating the gender dimensions in English language teaching: perceptions of senior high school teachers in the Philippines

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Pedagogy Culture and Society Pub Date : 2021-08-13 DOI:10.1080/14681366.2021.1966080

V. Tarrayo

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引用次数: 4

Abstract

ABSTRACT In the Philippines, previous studies have revealed that the implementation of gender mainstreaming in education has remained vague. Also, there is a lacuna in the literature about informed accounts of teachers, particularly English language teachers, in their attempts to mainstream gender-and-development (GAD) education in Philippine schools. Through a qualitative survey among 124 Filipino senior high school teachers of English and follow-up focus group discussions, this paper explores English language teachers’ perceptions of the advantages, ways of, and challenges to incorporating gender dimensions in ELT. Findings indicate that teachers are ready to integrate a gender perspective into their teaching; however, concrete frameworks, curriculum materials, teacher education, and institutional support are crucial given the sensitive, ethical concerns that consideration of gender may generate among educators, students, and the wider community. Implications from this investigation could trigger similar accounts and experiences in teaching-learning contexts where the gender perspective may be integrated.

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在英语教学中把握性别维度：菲律宾高中教师的看法

摘要在菲律宾，先前的研究表明，将性别观点纳入教育主流的实施情况仍然模糊不清。此外，关于教师，特别是英语教师，在努力将性别与发展教育纳入菲律宾学校主流的过程中的知情描述，文献中也存在空白。通过对124名菲律宾高中英语教师的定性调查和后续的焦点小组讨论，本文探讨了英语教师对将性别维度纳入英语教学的优势、方式和挑战的看法。调查结果表明，教师已准备好将性别观点纳入教学；然而，具体的框架、课程材料、教师教育和机构支持至关重要，因为考虑到性别可能会在教育工作者、学生和更广泛的社区中产生敏感的道德问题。这项调查的影响可能会在教学环境中引发类似的描述和经验，在这些环境中，性别观点可能会被整合。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Pedagogy Culture and Society EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.00%

发文量

期刊介绍： Pedagogy, Culture & Society is a fully-refereed international journal that seeks to provide an international forum for pedagogy discussion and debate. The identity of the journal is built on the belief that pedagogy debate has the following features: •Pedagogy debate is not restricted by geographical boundaries: its participants are the international educational community and its proceedings appeal to a worldwide audience. •Pedagogy debate is open and democratic: it is not the preserve of teachers, politicians, academics or administrators but requires open discussion.