Influence of teacher–student interactions on kindergarten children's developing gender identity within the Pakistani urban classroom culture

Abstract

In the current global push to explore the diverse and complex ways in which the school culture contributes to the shaping of young children's gender identity, early childhood teachers' role in this process is an area of concern which has received limited attention. Furthermore, the schooling experiences of early years children in developing world contexts such as Pakistan remain largely absent. As such, this article discusses findings from a study investigating the role of women teachers' practice in the construction of children's gender identities in the kindergarten classroom culture of one urban co-education school in the highly gendersegregated Pakistani context. Seven teachers and approximately 120 children were involved. Data collection included teacher interviews and observations of teaching practice. Data were qualitatively and quantitatively analysed. The complex and dynamic nature of the gendered classroom culture reflected the teachers' active perpetuation of the dominant patriarchal ideologies in their practice. However, their practice also presented possibilities for change in unconscious and, occasionally, conscious attempts to push gender boundaries towards more equitable gender relationships. The teachers' gendered practice has significant implications for children's evolving gender identity construction.

Impact of Effectiveness of Early Childhood Education on Students Learning Outcomes in Pakistan

“…It was observed that lack of physical facilities and untrained teacher for children at school were the major problems in ECE in Pakistan with the findings of Hussain and Sultan (2010). There was insufficient availability of learning material and physical facilities to deliver quality education and build teacher capacity in early childhood education analysed by Pardhan (2011).…”

Pakistani Teachers’ Perceptions of Kindergarten Children’s Learning: An Exploration of Understanding and Practice

“…It also raises questions about the constructive learning experiences children have, particularly through exploration and discovery, when their actions may be incongruent with teachers' perceptions of how they should be, for example going against gender norms, and teachers' responses to this. Moreover, the teachers' gender perceptions and practices raises questions about the classroom as a space where existing cultural traditions within a society which privilege boys are transmitted or critically addressed, challenged and transformed through teachers' practice (Pardhan, 2011). Both teachers' experiences showed that their gender perceptions of learning seemed to influence their gendered practice (Browne, 2004).…”

“…A number of influential reports have identified the need for high quality training to respond to this changing scenario (see Aubrey, Anning, Calder, & David, 2003). Nevertheless, the growth of professionalism in this field has been limited due to low status, low pay and poor employment conditions of early childhood education teachers (Kim, 2004;Miller & Paige-Smith, 2004;Pardhan, 2011;Warwick & Reimers, 1995;Woodhead & Moss, 2007). Links between qualified teachers, better quality environment for children and developmentally appropriate interpretations of curriculum to support children's learning have by now become well-established (Brock, 2002, March;Howes, 1997;Jowett & Sylva 1986;Shorrocks, 1993;Sylva, Sammons, Melhuish, Siraj-Blatchford, & Taggart, 1999).…”

“…Within the public sector, multigrade classrooms with katchi, Class 1, and Class 2 students being taught by a primary teacher is also common (UNESCO, 2006). Much of the teaching-learning process is didactic through "chalk and talk" methods (Pardhan, 2011) with harsh discipline strategies (Dean, Faria, Amin, & Furqan, 2009 …”

Gênero e Educação Infantil: uma revisão sistemática das produções brasileiras

“…Além disso, ao se pensar na relação entre gênero e Educação Infantil, deve-se levar em conta que a escola exerce um papel importante na produção e na reprodução de diferenças (LOURO, 1997), o que, por vezes, fortalece a ideia de que há um modelo de feminino e masculino a ser seguido. Assim, como destaca Pardhan (2011), as relações de gênero, nesse espaço, são um processo complexo, que está em evolução e se inter-relaciona com efeitos de classe, etnia, raça e religião.…”