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Autor/inn/en | Pardhan, Almina; Pelletier, Janette |
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Titel | Pakistani Pre-Primary Teachers' Perceptions and Practices Related to Gender in Young Children |
Quelle | In: International Journal of Early Years Education, 25 (2017) 1, S.51-71 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0966-9760 |
DOI | 10.1080/09669760.2016.1263938 |
Schlagwörter | Foreign Countries; Preservice Teachers; Student Teacher Attitudes; Primary Education; Educational Practices; Gender Issues; Females; Young Children; Early Childhood Education; Interviews; Observation; Data Collection; Data Analysis; Urban Schools; Coeducation; Cultural Influences; Sex Role; Sex Stereotypes; Academic Achievement; Play; Child Development; Gender Differences; Academic Ability; Social Behavior; Cognitive Style; Feminism; Postmodernism; Pakistan Ausland; Primarbereich; Bildungspraxis; Geschlechterfrage; Weibliches Geschlecht; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interviewing; Interviewtechnik; Beobachtung; Data capture; Datensammlung; Auswertung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Koedukation; Cultural influence; Kultureinfluss; Geschlechterrolle; Schulleistung; Spiel; Kindesentwicklung; Geschlechterkonflikt; Social behaviour; Soziales Verhalten; Cognitive styles; Kognitiver Stil; Feminismus; Postmoderne |
Abstract | A key area of interest is the way in which early years educators' perceptions about the concept of gender may influence their practice in relation to how children's ideas about gender might be supported and reinforced. However, this area has received little attention in the highly gender-segregated context of Pakistan. Understanding evidence-based issues related to gender in Pakistan is thus crucial to overcoming educational barriers. This article explored Pakistani female pre-primary teachers' perceptions and practices related to gender in the early years. Interview and observation data were collected with seven teachers in one urban, co-education school and were analysed thematically. Results indicated that teachers' perceptions reflect the complex and multifaceted dimensions of gender within the gradually shifting, but still traditional, cultures of Pakistani society. For the most part, female teachers' views are rooted in dominant patriarchal ideologies, for example, of boys as active and assertive and girls as passive and quiet. However, in a few instances such as in children's academic performance and play, their perceptions reflect attempts to push gender boundaries which challenge patriarchal ideologies. Teachers' gender perceptions have significant implications for young children's development and understanding of gender roles in Pakistan. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |