Exploring Gender Responsive Pedagogy Practices and Its Management in Higher Education Institutions: The Case of Wollo University, Ethiopia

Abstract

This study focuses on exploring Wollo University’s gender responsive pedagogy (GRP) practices and the GRP management. Qualitative case study method was used for the research. Semi-structured interview and focus group discussion were used to collect the data. Three university teachers, three gender administrative office members and five female students for the were used for the purpose of in-depth interview. Besides, six female students were used for the purpose of focus group discussion.  The findings indicated the university had experiences in using gender policy and gender clubs to ensure gender equity and equality in educational delivery processes. However, it had limitations in using GRP dimensions specifically: gender receptive lesson planning; gender friendly teaching and learning materials; gender friendly language use in classrooms; gender responsive classroom interaction; addressing hidden gender-based violence and negative attitude of teachers and male students towards gender equality and equity. Additionally, the university had limitations in using gender friendly management structures that utilizes: gender policy effectively; empower students and teachers on GRP; and mainstreaming gender issues in GRP. Finally, recommendations on GRP practice and its management to GRP are discussed based on the findings of the study.

Key terms: gender responsive pedagogy; practice, gender management, higher education institutions

DOI: 10.7176/JEP/11-16-03

Publication date:June 30th 2020