GENDER ISSUES TOWARD GENDER-RESPONSIVE TVTED CURRICULUM PRACTICES

GENDER ISSUES TOWARD GENDER-RESPONSIVE TVTED CURRICULUM PRACTICES

Gender mainstreaming in technical and vocational education and training (TVET) and the labor market is a goal that is not yet fully achieved. Despite social, political, and economic changes, disparities, discrimination, and bias persist. The lack of gender responsiveness in school-based pedagogy has...

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Những tác giả chính: Alinea, Jess Mark L., Reyes, Wilma S.
Định dạng: Bài viết
Ngôn ngữ:English
Được phát hành: Trường Đại học Đà Lạt 2023
Truy cập trực tuyến:https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1062
https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/114484
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Thư viện lưu trữ: Thư viện Trường Đại học Đà Lạt
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spelling oai:scholar.dlu.edu.vn:DLU123456789-1144842023-10-27T14:47:31Z GENDER ISSUES TOWARD GENDER-RESPONSIVE TVTED CURRICULUM PRACTICES Alinea, Jess Mark L. Reyes, Wilma S. Gender mainstreaming in technical and vocational education and training (TVET) and the labor market is a goal that is not yet fully achieved. Despite social, political, and economic changes, disparities, discrimination, and bias persist. The lack of gender responsiveness in school-based pedagogy has hindered women’s access, retention, and performance in TVET institutions. While gender imbalances exist in TVET, teachers are often unaware or unwilling to address them, implying that they lack the knowledge to deal with gender issues in practice. Thus, this study was conducted to identify the emerging gender issues that hinder gender responsiveness in technical-vocational teacher education (TVTEd) curriculum practices. The cultural-historical activity theory (CHAT) was used as the theoretical lens to generate and analyze the data. The data were generated from document analysis, interviews, and focus group discussions among teachers, students, and graduates. Having gender-responsive curriculum practice as the object of the study, findings revealed that subjects (teachers) create the main contradictions in emerging gender issues. These are characterized by gender biases, stereotyping that hinders women’s progress in technical-vocational fields, and stereotypes in resources, content, and language. The subject was followed by the contradiction within the rules, tools, community, and division of labor. The study recommends interventions to hone gender responsiveness and thereby mainstream gender in TVTEd curriculum practices. Policy-practice gaps should also be studied and gender-related research in TVET and technical-vocational teacher education should be initiated and funded. 2023-03-04T14:14:19Z 2023-03-04T14:14:19Z 2023 Article 0866-787X https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1062 https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/114484 10.37569/DalatUniversity.13.3.1062(2023) en Tạp chí Khoa học Đại học Đà Lạt, Tập 13, Số 3; tr. 77-101 application/pdf Trường Đại học Đà Lạt
institution Thư viện Trường Đại học Đà Lạt
collection Thư viện số
language English
description Gender mainstreaming in technical and vocational education and training (TVET) and the labor market is a goal that is not yet fully achieved. Despite social, political, and economic changes, disparities, discrimination, and bias persist. The lack of gender responsiveness in school-based pedagogy has hindered women’s access, retention, and performance in TVET institutions. While gender imbalances exist in TVET, teachers are often unaware or unwilling to address them, implying that they lack the knowledge to deal with gender issues in practice. Thus, this study was conducted to identify the emerging gender issues that hinder gender responsiveness in technical-vocational teacher education (TVTEd) curriculum practices. The cultural-historical activity theory (CHAT) was used as the theoretical lens to generate and analyze the data. The data were generated from document analysis, interviews, and focus group discussions among teachers, students, and graduates. Having gender-responsive curriculum practice as the object of the study, findings revealed that subjects (teachers) create the main contradictions in emerging gender issues. These are characterized by gender biases, stereotyping that hinders women’s progress in technical-vocational fields, and stereotypes in resources, content, and language. The subject was followed by the contradiction within the rules, tools, community, and division of labor. The study recommends interventions to hone gender responsiveness and thereby mainstream gender in TVTEd curriculum practices. Policy-practice gaps should also be studied and gender-related research in TVET and technical-vocational teacher education should be initiated and funded.
format Article
author Alinea, Jess Mark L.
Reyes, Wilma S.
spellingShingle Alinea, Jess Mark L.
Reyes, Wilma S.
GENDER ISSUES TOWARD GENDER-RESPONSIVE TVTED CURRICULUM PRACTICES
author_facet Alinea, Jess Mark L.
Reyes, Wilma S.
author_sort Alinea, Jess Mark L.
title GENDER ISSUES TOWARD GENDER-RESPONSIVE TVTED CURRICULUM PRACTICES
title_short GENDER ISSUES TOWARD GENDER-RESPONSIVE TVTED CURRICULUM PRACTICES
title_full GENDER ISSUES TOWARD GENDER-RESPONSIVE TVTED CURRICULUM PRACTICES
title_fullStr GENDER ISSUES TOWARD GENDER-RESPONSIVE TVTED CURRICULUM PRACTICES
title_full_unstemmed GENDER ISSUES TOWARD GENDER-RESPONSIVE TVTED CURRICULUM PRACTICES
title_sort gender issues toward gender-responsive tvted curriculum practices
publisher Trường Đại học Đà Lạt
publishDate 2023
url https://tckh.dlu.edu.vn/index.php/tckhdhdl/article/view/1062
https://scholar.dlu.edu.vn/thuvienso/handle/DLU123456789/114484
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