Gender Lens in Teaching sets

Step 1 - Choose one topic of your interest from the list below:

1. Gender-sensitive classroom and school activities (sports, games, and

activities for all students).
Step 2 - Use some of the following question starts to make three really good questions about
the selected topic in Step 1. You will use the three questions to interview three educators.

Why...? • What if...? • What is the purpose of...? • How would it be different if...? • Suppose
that...? • What if we knew...? • What would change if...?

1. How do you ensure that your classroom and school activities are inclusive and
respectful of all students’ gender identities and expressions?
2. What are some of the challenges or barriers you face in implementing gender-
sensitive classroom and school activities? How do you overcome them?
3. How do you assess the impact of your gender-sensitive classroom and school
activities on students’ learning outcomes, well-being, and participation?

Step 3 – Interview three educators using the set of three questions you planned in Step 2.
Organize the educators' responses/ideas in a Venn diagram (a diagram with three overlapping
circles). Using this diagram will allow you to compare and contrasts response contents
(similarities and differences).
Step 4 –
Write a one- page
report about your
findings and
insights from the
interviews.
Please
organize the text
in paragraphs.

Gender-sensitive education plays a pivotal role in fostering inclusive and respectful

learning environments that cater to the diverse gender identities and expressions of students.
This report presents the insights and findings from interviews with three anonymous
Uruguayan educators. Their perspectives shed light on the challenges faced in implementing
gender-sensitive classroom and school activities, strategies to overcome them, and assessing
their impact on students' learning outcomes, well-being, and participation.
The interviewed educators emphasized the significance of creating an inclusive and
respectful classroom environment. One of them, "María", underscored gender-neutral
language, diverse perspectives in the curriculum, and open discussions to challenge gender
stereotypes. "Roberto" highlighted the teaching of empathy, kindness, and acceptance, along
with engaging parents and the community in dialogue. Finally, "Laura" integrated gender
perspectives into the curriculum, fostered safe spaces for students to share experiences, and
guest speakers to provide diverse viewpoints.
Several challenges and barriers were identified in the implementation of gender-sensitive
activities:
1. "María" mentioned limited resources and potential resistance from individuals
adhering to traditional beliefs.
2. "Roberto" faced challenges in discussing gender issues openly due to conservative
attitudes prevailing in his rural community.
3. "Laura" acknowledged the difficulty of addressing students' diverse needs and
experiences.

Overcoming these obstacles required seeking support, engaging stakeholders in

dialogue, and gradually introducing gender-sensitive topics in culturally sensitive ways.
 In assessing the impact of this type of activities, the educators employed various
methods. "María" used student feedback, observations, and informal assessments to
understand their experiences and perspectives. "Roberto" assessed changes in student
behavior, gathered feedback, and monitored participation levels and academic performance.
Finally, "Laura" utilized surveys, reflective essays, peer evaluations, and group discussions to
measure knowledge, attitudes, and awareness changes. The interviews yielded several
insights contributing to advancing gender-sensitive education in Uruguay. First, collaborative
efforts emerged as a critical theme, emphasizing the importance of cooperation among
educators, administrators, parents, and the community. Building relationships, creating spaces
for dialogue and sharing experiences and resources were identified as effective strategies for
overcoming challenges and garnering support.
The significance of context was another crucial insight. While Uruguay has made
commendable progress in promoting gender equality, variations in attitudes and practices
exist between urban and rural areas. Therefore, recognizing and respecting the specific
context of each setting is vital for effectively implementing this type of activity.
Furthermore, the interviews highlighted the necessity of ongoing learning and
reflection for educators. Engaging in professional development workshops, networking with
like-minded colleagues, and encouraging students to reflect on their biases and privileges
were identified as key to creating inclusive and respectful learning environments.