Potential for transformation? Two teacher training programs examined through a critical pedagogy framework |
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| Institution: | 1. University of Sussex, United Kingdom;2. Human Sciences Research Council and University of Cape Town, Cape Town, South Africa;3. Royal Holloway, University of London, United Kingdom;4. Children in Freedom, Kenya;1. University of Maryland, College Park, United States;2. Texas Tech University, United States;3. University of Virginia, United States;1. Department of Curriculum and Instruction, Language, Diversity and Literacy Studies, Texas Tech University, 3008 18th Street, Box 41071, Lubbock, TX 79409, United States;2. Professor and Director of Academic Programming and Delivery Division, Office of the Principal, University of the West Indies, Cave Hill Campus, Barbados;3. Department of Educational Theory and Practice, University at Albany, State University of New York, 1400 Washington Ave., Albany, NY 12222, United States;4. Department of Teaching and Learning, College of Education, 4202 E. Fowler Ave., Tampa, FL 33620, United States;1. Boston University, School of Education, 2 Silber Way, Boston, MA 02215, United States;2. Utah Valley University, School of Education, 800 West University Parkway, Orem, UT 84058, United States;1. University of Guayaquil, Ecuador;2. Program Prometeo-Senescyt, Ecuador;3. University of Granada, Spain |
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| Abstract: | This paper argues that teacher training programs, with the objective of transforming gender norms in schools, should employ a critical pedagogy framework in order to achieve the transformational learning goals necessary to change the deep-seated beliefs and patterns of behavior that characterize these gender norms. Using document analysis, this study evaluates the teacher in-service training component of two school-based intervention programs, aimed at promoting gender equality in school communities. This paper finds that the trainings miss opportunities to employ elements of critical pedagogy and therefore, are not likely to create a transformative change around gender norms in schooling. |
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| Keywords: | Teacher training Gender equality Critical pedagogy Sub-Saharan Africa |
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