Conditions in the Classroom that Encourage University Students to think About Gender Equality
DOI:
https://doi.org/10.47494/mesb.v41i.1932Keywords:
gender equality, education, inclusive, pedagogical conditionsAbstract
The article identifies key pedagogical conditions, such as curriculum design, teaching methods, and teacher-student interactions, that can foster students' understanding of gender equality. The authors emphasize the importance of creating a safe and inclusive learning environment where students can critically reflect on gender stereotypes and biases. Additionally, the article highlights the role of teachers as facilitators in promoting gender equality thinking, emphasizing their responsibility in creating opportunities for students to challenge and question societal norms. Ultimately, the findings of this article contribute to the growing body of knowledge on pedagogy for gender equality, providing insightful guidance for educators and policymakers seeking to promote gender equality thinking in students.
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References
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