Pakistani Pre-Primary Teachers' Perceptions and Practices Related to Gender in Young Children

Autor/inn/en	Pardhan, Almina; Pelletier, Janette
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01