In Hong Kong, gender studies are a keenly researched area in the higher education sector. It is also our observation that many academics and teaching professionals have shown interest and growing concerns in gender issues. The anomaly is that while gender is palpably felt in classroom routines, why and how it matters rarely features in educational discourses at school level. We believe a comprehensive review of the existing literature in gender and education is needed for understanding the current phenomenon and identifying future research directions. In addition, such an exercise will also inform techniques and strategies in incorporating gender into teaching practice, the experimentation of which can be developed into gender-sensitive pedagogies. This can be considered as a form of action research that addresses the kind of gender issues that confront teaching professionals and advises how gender can be approached in subject-based teaching and learning and also professional training. Taken together, we intend to report the initial findings from a comprehensive and critical review of the current literature on gender education, and exemplars of conducting and promoting gender education identified in some specific areas; and recommend directions and ideas for research on conducting and promoting gender education at the school level.
|Publication status||Published - 2008|
CitationChan, A., Lai-Yeung, T., & Yu, C. (2008, May). Gender in education: Pedagogical practices and research directions. Paper presented at the 2008 Spring Workshop: Research Matters: The Production of Knowledge in Hong Kong, The University of Hong Kong, China.
- Theory and Practice of Teaching and Learning
- Teaching Development Grant (TDG)
- TDG project code: T3294
- Period: TDG 2007-2008
- Teaching Development Grant (TDG) Output