Ella Yulaelawati, M.A., Ph.

D
Director of Early Childhood Education Development
A. Why Teaching Materials Should Be level are considered strategic and instrumental achieve gender equality and equity. Other facts about • A father is busy repairing a bicycle
Gender Responsive? because they are at the stage of shaping cognitive and the issue of gender bias in teaching materials in books (assisted by son), while the mother is
Gender responsive teaching materials are urgently affective skills of both male and female learners. Early analyzed by a team in Jakarta put the role of women making the dinner table (helped by
needed to avoid gender inequality or stereotypes. Gen- socialization in schools about gender insights through in the domestic sphere (80%) compared to men daughter).
der stereotypes portrayed in teaching materials can teaching materials will have a major role in influencing (20%). Other than that, men are described to be more
b. Reproductive Role
negatively impact the efforts to achieve gender equal- the values, views, attitudes and actions of a person, dominant in the productive role (70%) compared to
• Mrs. Hamid is boiling water and cooking
ity and equity in national development. As mentioned including to the opposite sex. The socialization is more women (30%).
rice.
in the National Medium-Term Development Plan, the important than ever if it is givgiven to early-children The followings are some examples of gender bias • Mr. Hamid is sweeping the yard
national education development priorities are aimed at who are in the phase of growth and development. portrayed in teaching materials based on roles.
improving the quality, excellence, and efficiency of ed- When there is a knowledge, und understanding, analysis, In addition to gender bias based on roles, there
1. Gender Roles are also gender bias issues based on gender values
ucation. application, evaluation (as reflected
e in the image,
attitude, behavior, personality, values) of someone a. Gender role in the domestic sphere and gender status found in teaching materials.
In aaddition
ddition to teachers,
dd teachhers,
about something, gender roles aand relationships are • Boy/father goes to the office, girl/mother
teaching m materials
erials pplay
atter lay a
la 2. Gender Values
being formed. cooks in the kitchen.
signifi
g ificant role in
sign
si in learning
lear
a ni
ningng Gender values that are illustrated in teaching
aactivities.
acti
acctivi
ivviittiies
es.. In this Based
Base
Ba sedd on the research and co content analysis studies • A group of men and children are materials describe a general reflection of people
context,
ccoont
on nteexxt, t llearning
earnninng
ea on gender derr perspective
gennde elementary school textbooks
p rspective in element
pe cleaning/washing a car while a group of as expected by the society. A man is expected to
activities
aaccti
tivivittiies aatt th tthee in
in 1994, many a y of the textbooks actually solidify and
man girls arrange a flower pot. be assertive, bold, mischievous and strong, while
primary perpetuate
ppeerppet u te gender
etua
ua gennde sstereotypes.
derr st we allow this situation
ereotypes. If w • Mrs. Karto is embroidering and Mr. a woman is portrayed to be gentle, affectionate,
to
t continue,
continuue, it will be very
ve difficult for us to Karto is reading newspaper. neat and role-modelling.

1
 Examples:
a. Men values
Ali, Budi, and Toni were elected as the
school representatives for a quiz contest.
Although they had quite heavy rivals, Ali
and his friends did not feel daunted.
b. Women Values
Rina was embarrassed, because she could
not do Math on the blackboard.
3. Gender Status
Based on their status in family, society and
country, men are labeled as workers, leaders,
heads of families, and community leaders, while
women are labeled as members, followers, and
passive participants in various activities.
Examples:
a. School principal or doctor is described as a
male figure.
b. Nurse or teacher is described as a female
figure.
2 3
B. Understanding Responsive Gender Concept/Theory and so on. The exercises are aimed at stimulating
Teaching Materials comprehension, applying the theory, analyzing,
Responsive gender teaching materials is materials synthesizing, and evaluating the concept of
Gender
that are sensitive to gender issues, such as materials that Responsive
gender equality and equity. In addition, the
Exercise Example
teach/treat/describe gender equality and equity between Teaching exercises should manage to apply gender theory
Materials based on the subjects being taught.
men and women in gaining access, participation and
benefits of various aspects in life and mastery of science 4. Reflection
and information technology, depicting men and women Reflection Gender responsive teaching materials should
are dynamic in culturally relevant settings and moving contain competencies that reflect gender
1. Concept/Theory
out from the wrong gender stereotypes. equality in learning outcomes to build a gender-
Teaching materials developed are expected to be friendly culture in the society.
used as a framework to understand examples,
solve problems in life, and change the behavior
of male and female learners. Gender responsive
teaching materials can encourage male and
female learners having gender sensitivity,
understanding social reality with a gender
perspective, solve the problem of gender bias in
life, and form the mental attitudes and behavior
and create a gender-friendly culture.
2. Example
Teaching materials have to present examples
in the forms of social facts that are relevant to
C. Components of Gender Responsive real-life in supporting male and female learners
Teaching Materials think critical and contextual.
To produce gender responsive teaching
3. Exercise
materials, it is important to pay attention to the
following components: Several exercises to be covered in gender responsive
teaching materials could be in the forms problem
solving, role playing, performance, observation,
D. Preparing Gender Responsive Teaching
Materials
The preparation of gender responsive teaching
materials must meet the following requirements:
1. It is accurate and not gender bias, measured by
relevance, width and depth, variety, creativity
and integration gender of equality values.
2. Presented through a systematic procedure.
3. Use communicative explanation language, for
both male and female learners.
4. Published with an interesting layout, not show-
ing a particular gender harassment, adapted to
the learners’ mental, cognitive, and psychologi-
cal conditions as well as language development.
E. Flow of Gender Perspective Teaching
Materials Preparation
Analizing Core Analizing Basic
competencies Competencies
Publishing Developing
teaching learning
materials activities
4
F. Strategy to Integrate Gender in Teaching
Materials
Some aspects to consider are:
1. Texts
a. Simple with explicit messages, such as giving
balanced portions and frequency in texts
and images about women.
b. Do not describe things that too extreme,
such as women ride rickshaws, pull carts,
etc. It is alright to portray a mother who
works as a teacher, an employee who is active
and energetic but still doing chores. It will
be balanced by describing a father who also
works and has no objection to doing chores.
c. Describe children as independent individuals
and are able to cater themselves. All members
in the family could develop themselves in a
healthy way, both physical and spiritual.
2. Messages
Formulating
indicators
Preparing
learning
materials
G. Some tips in Selecting Gender Responsive
Teaching Materials
NO ANALYSIS
1 Teaching materials should describe equality
between men and women in access, participation
and advantage of knowledge and information
technology.
2 Teaching materials should depict dynamic
portrayals of men and women in the context of
relevant culture.
3 Teaching materials do not use gender
stereotypes: (“women go shopping and men read
d. Display productive and reproductive roles in newspapers”)
a balanced manner. For example, men and
4 Teaching materials contain information about
women work together to clean the house,
male and female leaders in math and science, etc.
take turns driving, take turns to accompany
children when studying, all family members 5 Teaching materials have some information about
do the shopping together, etc. inviting men and women as keynote speakers in
the field of economics, law, and social activities
with regard to recent issues in the society.
It is important to avoid the depiction that is
too extreme and irrelevant. For Example: “My
mother is a doctor and my father is a tailor”.
This example is not really valid for Indonesian
context. In general, a man with higher education
will tend to choose a partner with similar
education. The illustration can be replaced with
the following example: “My father is a scholar in
computer science and runs a business, while my
mother is a doctor who works at the hospital.
Thus, my father can look after my younger
sister”.
Further information:
DIrectorate General of Early Childhood and Community Education
Directorate of Early Childhood Education Development

Ministry of Education and Culture Office,

E Building, 7th floor
Jl. Jenderal Sudirman, Senayan, Jakarta