1 A. Why Teaching Materials Should Be
Gender Responsive?
Gender responsive teaching materials are urgently needed to avoid gender inequality or stereotypes. Gen-der stereotypes portrayed in teaching materials can negatively impact the efforts to achieve gender equal-ity and equequal-ity in national development. As mentioned in the National Medium-Term Development Plan, the national education development priorities are aimed at improving the quality, excellence, and effi ciency of ed-ucation.
In addition to teachers, teaching materials play a signifi cant role in learning
activities. In this context, learning activities at the
p r i m a r y
level are considered strategic and instrumental because they are at the stage of shaping cognitive and affective skills of both male and female learners. Early socialization in schools about gender insights through teaching materials will have a major role in infl uencing the values, views, attitudes and actions of a person, including to the opposite sex. The socialization is more important than ever if it is given to early-children who are in the phase of growth and development. When there is a knowledge, understanding, analysis, application, evaluation (as refl ected in the image, attitude, behavior, personality, values) of someone about something, gender roles and relationships are being formed.
Based on the research and content analysis studies on gender perspective in elementary school textbooks in 1994, many of the textbooks actually solidify and perpetuate gender stereotypes. If we allow this situation
to continue, it will be very diffi cult for us to
achieve gender equality and equity. Other facts about the issue of gender bias in teaching materials in books analyzed by a team in Jakarta put the role of women in the domestic sphere (80%) compared to men (20%). Other than that, men are described to be more dominant in the productive role (70%) compared to women (30%).
The followings are some examples of gender bias portrayed in teaching materials based on roles.
1. Gender Roles
a. Gender role in the domestic sphere • Boy/father goes to the offi ce, girl/mother
cooks in the kitchen.
• A group of men and children are cleaning/washing a car while a group of girls arrange a fl ower pot.
• Mrs. Karto is embroidering and Mr. Karto is reading newspaper.
• A father is busy repairing a bicycle (assisted by son), while the mother is making the dinner table (helped by daughter).
b. Reproductive Role
• Mrs. Hamid is boiling water and cooking rice.
• Mr. Hamid is sweeping the yard
In addition to gender bias based on roles, there are also gender bias issues based on gender values and gender status found in teaching materials.
2. Gender Values
Gender values that are illustrated in teaching materials describe a general refl ection of people as expected by the society. A man is expected to be assertive, bold, mischievous and strong, while a woman is portrayed to be gentle, affectionate, neat and role-modelling.
negatively impact the efforts to achieve gender equal-ity and equequal-ity in national development. As mentioned in the National Medium-Term Development Plan, the national education development priorities are aimed at improving the quality, excellence, and effi ciency of ed-ucation.
the values, views, attitudes and including to the opposite sex. The important than ever if it is giv who are in the phase of growth When there is a knowledge, und application, evaluation (as refl e attitude, behavior, personality, about something, gender roles a
2 3 Examples:
a. Men values
Ali, Budi, and Toni were elected as the school representatives for a quiz contest. Although they had quite heavy rivals, Ali and his friends did not feel daunted.
b. Women Values
Rina was embarrassed, because she could not do Math on the blackboard.
3. Gender Status
Based on their status in family, society and country, men are labeled as workers, leaders, heads of families, and community leaders, while women are labeled as members, followers, and passive participants in various activities.
Examples:
a. School principal or doctor is described as a male fi gure.
b. Nurse or teacher is described as a female fi gure.
B. Understanding Responsive Gender Teaching Materials
Responsive gender teaching materials is materials that are sensitive to gender issues, such as materials that teach/treat/describe gender equality and equity between men and women in gaining access, participation and benefi ts of various aspects in life and mastery of science and information technology, depicting men and women are dynamic in culturally relevant settings and moving
out from the wrong gender stereotypes. 1. Concept/Theory
Teaching materials developed are expected to be used as a framework to understand examples, solve problems in life, and change the behavior of male and female learners. Gender responsive teaching materials can encourage male and female learners having gender sensitivity, understanding social reality with a gender perspective, solve the problem of gender bias in life, and form the mental attitudes and behavior and create a gender-friendly culture.
2. Example
Teaching materials have to present examples in the forms of social facts that are relevant to real-life in supporting male and female learners think critical and contextual.
3. Exercise
Several exercises to be covered in gender responsive teaching materials could be in the forms problem solving, role playing, performance, observation,
and so on. The exercises are aimed at stimulating comprehension, applying the theory, analyzing, synthesizing, and evaluating the concept of gender equality and equity. In addition, the exercises should manage to apply gender theory based on the subjects being taught.
4. Refl ection
Gender responsive teaching materials should contain competencies that refl ect gender equality in learning outcomes to build a gender-friendly culture in the society.
Concept/Theory
Refl ection
Exercise Example
Gender Responsive
Teaching Materials
C. Components of Gender Responsive Teaching Materials
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D. Preparing Gender Responsive Teaching Materials
The preparation of gender responsive teaching materials must meet the following requirements:
1. It is accurate and not gender bias, measured by relevance, width and depth, variety, creativity and integration gender of equality values. 2. Presented through a systematic procedure. 3. Use communicative explanation language, for
both male and female learners.
4. Published with an interesting layout, not show-ing a particular gender harassment, adapted to the learners’ mental, cognitive, and psychologi-cal conditions as well as language development.
E. Flow of Gender Perspective Teaching Materials Preparation
F. Strategy to Integrate Gender in Teaching Materials
Some aspects to consider are:
1. Texts
a. Simple with explicit messages, such as giving balanced portions and frequency in texts and images about women.
b. Do not describe things that too extreme, such as women ride rickshaws, pull carts, etc. It is alright to portray a mother who works as a teacher, an employee who is active and energetic but still doing chores. It will be balanced by describing a father who also works and has no objection to doing chores. c. Describe children as independent individuals
and are able to cater themselves. All members in the family could develop themselves in a healthy way, both physical and spiritual.
d. Display productive and reproductive roles in a balanced manner. For example, men and women work together to clean the house, take turns driving, take turns to accompany children when studying, all family members do the shopping together, etc.
2. Messages
It is important to avoid the depiction that is too extreme and irrelevant. For Example: “My mother is a doctor and my father is a tailor”. This example is not really valid for Indonesian context. In general, a man with higher education will tend to choose a partner with similar education. The illustration can be replaced with the following example: “My father is a scholar in computer science and runs a business, while my mother is a doctor who works at the hospital. Thus, my father can look after my younger sister”.
G. Some tips in Selecting Gender Responsive Teaching Materials
NO ANALYSIS
1 Teaching materials should describe equality
between men and women in access, participation and advantage of knowledge and information technology.
2 Teaching materials should depict dynamic
portrayals of men and women in the context of relevant culture.
3 Teaching materials do not use gender
stereotypes: (“women go shopping and men read newspapers”)
4 Teaching materials contain information about
male and female leaders in math and science, etc.
5 Teaching materials have some information about
Further information:
DIrectorate General of Early Childhood and Community Education Directorate of Early Childhood Education Development
Ministry of Education and Culture Offi ce, E Building, 7th fl oor
