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International Journal of Advanced Research and Publications

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Gender Perspective In Social Science Education: The Batstateu Experience

Volume 2 - Issue 12, December 2018 Edition
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Author(s)
Maria Theresa H. Arellano-Hernandez
Keywords
gad integration, gender mainstreaming, gender perspective, and
Abstract
The paper generally documents the experience of faculty members in Social Sciences Department in the integration of gender in the curriculum. It particularly discusses the initiatives of Batangas State University in integrating gender perspective in Social Science courses. It also presents the journey of social science instructors in integration. It is an inquiry into their experiences as social science instructors and how they selected or presented the topic, integrated gender perspective in the lesson, gave assignments, facilitated discussions and handled students’ questions/responses. The results serve as basis for recommending strategies in creating an enabling environment for integrating gender in the curriculum. The qualitative approach enabled the researcher to document the experience of faculty members in social sciences department in the integration of gender in the curriculum. The journey was documented by identifying the lens, journey model, qualitative insights, quantitative insights and takeaways. In order to ensure that the objectives of this research are met, the researcher conducted series of meetings, focus group discussion and experience mapping workshop. Data shows that the gender perspective is mainstreamed in social science courses through faculty capacity building, conduct of GAD activities, and revision/development of syllabi. Integration was seen as a means of ensuring gender equality and equity through participative and interactive pedagogy, thereby experiencing fulfilment that students generally recognize equal rights. Challenges were met but these were seen as opportunity. Strategies include establishment of the GAD resource center, review and revision of syllabi, conduct of trainings and workshops, and gaining and sustaining administrative support.
References
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[2] CHED Memorandum Order No. 1, Series of 2015.

[3] De Guzman, O. (Ed.). (2008). Teaching CEDAW: A Compendium of Teacher's Guidelines on Integrating a Human RIghts Framework in the College Curriculum and Sample COurse Syllabi with CEDAW Application. Diliman, Quezon City: UP Center for Women's Studies.

[4] Primary Programs Framework for Teaching and Learning. (2007). Retrieved July 10, 2015, from https://education.alberta.ca/media/656568/intro.pdf

[5] The Rationale Behind Gender Mainstreaming (Book 1). (2001). Manila: National Commission on the Role of Filipino Women.

[6] Trends and Approaches on Gender and Development (GAD). (2007). Retrieved June 1, 2015, from http://www.jica.go.jp/english/our_work/thematic_issues/gender/background/pdf/report4.pdf