The teachers and students of Peru have undertaken the initiative to mainstream gender equity in the teaching and learning process. In collaboration with Boston-based Concord Consortium and the Peruvian Ministry of Education's Huascarán Project, EDC conducted five core on-line and face-to-face trainings to support teachers in developing essential skills and a critical understanding about the use of Information and Communication Technologies (ICT) in fostering student-centered, project-based teaching and learning, with a focus on gender equity.
The two-day workshops conducted under this initiative aimed at promoting equity and excellence in classrooms and online environments. The workshop introduced the participants to the latest research-based practice on equitable classroom strategies and techniques, and how to create and maintain gender-healthy online communities.
As an outcome of this programme, participants initiated other gender-focused project activities in their own communities as well. Several teachers adapted Flansburg's workshop, and delivered context specific versions to their students, communities and colleagues. The teachers collaborated to develop a multi-faceted action plan, which included organizing focus groups to identify strategies for tackling the diverse forms of sexism found in their institution, and sponsoring student-led discussions and demonstrations. Other participants integrated equity concerns into their teacher education curricula or into the Ministry's plans for teacher professional development.
However, as teachers attempted to translate workshop activities into their classroom practices, many noted an initial resistance from parents. According to participants, attempts to physically restructure the classroom to correct gender divisions and involve boys in classroom clean-up, for example, were met with resistance from girls and boys and prompted calls and visits from parents. Teachers helped to address parental concerns by initiating meaningful dialogue with them about the dangers of gender inequity and why achieving a gender balance is critical to overall student success.
It is clear from this experience that real understanding and dialogue about gender equity in education must happen not only inside the classroom, but out in the community as well--and the communities, teachers and students involved in CAPTIC have made such dialogue possible.
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