Gender equity in STEM education needs to use feminist pedagogy and right-hemispheric brain educational strategies
- Lalit Kishore
- 4 hours ago
- 2 min read
"Dr. Lalit Kishore is an educator known for his work on gender equity in science education, particularly in the context of rural India. He has focused on developing and implementing participatory approaches in science education that empower teachers and address gender stereotypes related to science learning. Specifically, he has developed teacher training programs and curriculum guidelines that promote hands-on science activities using everyday objects like balls, aiming to make science more accessible and engaging for girls in single-teacher multi-age primary schools," informs an AI overview [1].
Here's a more detailed look at his contributions as per the overview is as follows:
1. Participatory Curriculum Development: Dr. Kishore emphasizes the importance of involving teachers in the curriculum development process. He has facilitated workshops where teachers collaboratively create curriculum guidelines and hands-on activities for science education. This participatory approach ensures that the curriculum is relevant to the specific context of the schools and teachers.
2. Addressing Gender Stereotypes: Dr. Kishore's work specifically targets the issue of gender stereotypes that often discourage girls from pursuing science. His approach involves using familiar objects like balls to demonstrate scientific concepts, making science more approachable and relatable for girls. By engaging girls in hands-on activities, he aims to break down the perception that science is a male domain.
3. Teacher Empowerment: A key aspect of Dr. Kishore's work is empowering teachers to implement the curriculum effectively. He designs teacher training programs and provides ongoing support to ensure teachers can confidently facilitate hands-on science activities. This empowerment is crucial for the long-term sustainability of the initiative and for creating a more inclusive science learning environment.
4. Impact on Rural Communities: Dr. Kishore's work has a direct impact on rural communities where access to quality science education is often limited. By focusing on single-teacher multi-age schools, he addresses a critical need for science education in these contexts. His approach aims to equip girls with the scientific and technological literacy they need to participate fully in society.
5. Theoretical Framework: Dr. Kishore's work is informed by feminist critiques of science education, which highlight the ways in which gender can influence students' engagement with science. He explores different approaches to gender equity in science education, including gender-neutral, female-friendly, and gender-sensitive approaches. His work emphasizes the importance of understanding the specific needs of students and creating an inclusive learning environment for all.
"In summary, Dr. Lalit Kishore's work demonstrates a commitment to promoting gender equity in science education through participatory curriculum development, hands-on activities, teacher empowerment, and a nuanced understanding of the role of gender in shaping students' experiences with science<" conclude the overview.
His article [2] published in merinews.com has been cited over a dozen times by other scholars as is informed the Google Scholar Website (see inset clip [2}. Dr Kishore observes that Gender equity in STEM education needs to use feminist pedagogy and right-hemispheric brain educational strategies
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