Rethinking Masculinity and Femininity: Mentors’ and Lead Teachers’ Experiences of Shifting Positions in Pakistan

• In Event: Leveraging gender in education: New evidence from cross-sectional and longitudinal studies

Abstract

Strengthening Teacher Education in Pakistan (STEP) project is designed to improve the quality and delivery of elementary education services appropriate to the poor, particularly women and children by strengthening professional development and performance of teachers, teacher educators and education managers. A key aspect of the program is its strategic approach to gender equality. STEP aims to improve gender equality for students and; teachers and administrators with a particular reference to the projects focused regions. Preparing teacher educators for gender equality is one of its important commitments. STEP’s two key interventions namely Cluster-based Mentoring Programme (CBMP) and Whole School Improvement Programme (WSIP) have mentors and lead teachers respectively who work as educators and help other teachers in their efforts of improving quality of teaching learning process with visible integration of gender equality perspectives. Successful efforts of these educators have been documented regularly as gender equitable teaching and learning process in the schools of all 10 focused districts of Sindh and Baluchistan. These educators have also occasionally reported about change in their own world view around gender relationship. This change, they feel, has led to their success in changing not only their own practices but has also positively influenced practices of teachers in their respective clusters and in WSIP focus schools. However, discussions on outcomes of STEP around gender equality has arisen a need to develop an in-depth understanding of how these educators have experienced change in their views about gender relationships and about masculinity and femininity. In line with this need, this qualitative research intended to study and examine these educators’ (mentors and lead teachers) experiences of changes in their views around gender relationships and the concepts of masculinity and femininity. Another focus of the study explored how these changes have influenced their personal and professional standing. A total of 80 mentors and lead teachers (both male and female) participated in the focus group discussions which were organized in their respective districts. To further develop deeper insights into their experiences, 10 mentors and lead teachers were engaged in life history interviews.
The focus of study on mentors’ and lead teachers’ shifting positions would require an unpacking of how the relationship between masculinity and femininity relationship is intertwined, flexible, and variable. The study draws on Paetchter’s (2006a, 2006b) work on theorizing the concept of masculinities and femininities as fluid and socially enacted, situated and constructed concepts. Paetchter (2006a, 2006b) argues that the presence of masculinities and femininities is not limited to male and female bodies but both men and women can have so called feminine and masculine traits. In fact, Paechter (2006a, 2006b) questions the view around the dichotomous and oppositional construction of masculinities and femininities. Importantly these traits are not static and hence change due to the time, space and social context. Hence, social situatedness of femininities and masculinities has provided important insights into the study of examining educators’ shifting positions around femininities and masculinities. For instance, girls gradually learn performance of specific ways of socially acceptable ways of femininity.
Preliminary analysis of the data reveals constant engagement of mentors and lead teachers in negotiating their position on socially accepted roles and responsibilities of men and women. While female participants women felt more empowered, their male counterparts found themselves confronting resistance of the immediate family members including their spouses. The findings of the study also suggest shifting positions of mentors and lead teachers have led to their conviction on gender equality in and through education. However, their conviction and resolve towards empowerment of girls and women have also brought them face to face with enormous challenges. The proposed paper will theorize these tensions and will also draw conclusions for possibilities of teacher educators’ shifting positions around dominant norms of gender relationships. Paper will also offer recommendations for informing policy and practice of teacher education as to explain the contents and approaches to allow prospective teacher educators explore and define their position on gender relationship as they embark on transforming educational practices with a gender equality lens.

Significance of the study: The study outcomes will be significant for teacher preparation programmes as well as for the education departments to develop strategies which can help teacher and teacher educators to be better prepared for achieving education for all related targets in education.

References:
Paechter, C (2006a). Constructing femininity/Constructing femininities. The SAGE Handbook of Gender and Education (p. 366-375). London: SAGE.
Paechter, C. (2006b). Masculine femininities/feminine masculinities: power, identities and gender. Gender and Education, 18(3), 253-263.

Authors

• Dilshad Ashraf, Aga Khan University Institute for Education Development, Karachi Pakistan

• Kousar Wali, Aga Khan University Institute for Education Development, Karachi Pakistan

• Zubaida Yasub, Aga Khan University Institute for Education Development, Karachi Pakistan

• Kausar Waqar, Aga Khan University Human Development Programme Karachi Pakistan