SAFER Training Programme (English)

GSP & CSE Theoretical Background – What does Gender-Sensitive Teaching Look Like?

In order for gender-sensitive pedagogical measures to be transformative, they need to be directed to all students thereby creating gender sensitive practices.  Lundberg et al. (2013) emphasize the importance of the learning process and the role of the teacher in the implementation on different pedagogical methods and didactics.

They propose the use of empathetic reading as a gender-sensitive pedagogical method where students are taught to read empathetically and carefully in order to gain an abundance of perspectives and so be able to engage into discussion in their own conditions and challenging their preconceptions and stereotypes.  They also refer to intersectional gender pedagogy which means deconstructing the power structures and ideas concerning gender, sexuality, etc., which intersect in the classroom. The use of norm-critical pedagogy is suggested, as an opportunity to change the way teaching is conducted in team work. Considering how both teachers and students take a place in positioning themselves at schools, this method challenges dominance and discrimination and promotes inclusive teaching, such as working in tutor groups (Lundberg and Werner, 2013).

Key skills demonstrated by teachers who promote a gender responsive classroom environment include: