RELEVANCE OF GENDER

DIMENSIONS IN TEACHING AND

LEARNING PROCESSES

Module 4
 Module Outline
1. Learning Objectives

2. Brief Introduction about the Theme

3. Learning Outcomes

4. Pedagogies for Achieving Learning Outcomes

4.1 The Role of the Teacher

4.2 Integrating Gender Concerns in Transaction of Disciplines

4.2.1 Integrating Gender through Teaching of Languages

4.2.2 Integrating Gender through Teaching of Social Sciences

4.2.3 Integrating Gender through Teaching ofMathematics

4.2.4 Integrating Gender through Teaching ofScience

5. Conclusion

6. Evaluation

7. Web links

8. References
 Module
4

We must accept that the social and educational profile of the classroom is multi-
class, multi-caste, multi-religious and gendered with disability as a significant
dimension of the profile of children in classrooms. Thus classroom consists
of learners who belong to diverse ethnic, racial, cultural, linguistic and socio-
economic backgrounds including children with special needs. And Gender cuts
across all these categories at varied levels.

Every child who enters the classroom does not enter without having learned
anything within their home or in their community. Students from all ethnic/racial,
cultural, linguistic and socio-economic backgrounds come to school with already-
constructed knowledge, including their home languages and cultural values,
acquired in their home and community environments.

(Source: Report on Inclusive Classrooms, Social Inclusion/Exclusion and Diversity:

Perspective, Policies and Practices, Care, Deshkal Society and UNICEF, Deshkal Pub.
Delhi, 2010)

1. Learning Objectives

The module will help to –

• Identify existing gender biased attitudes and behavior
among teachers and students
• Develop gender sensitive pedagogical processes in
transaction of various disciplines
• Use and adopt learning activities that foster gender
sensitive classroom environment

2. Brief Introduction about the Theme

The module builds a perspective about gender and pedagogical
processes. It gives an insight into how gender can be perceived
and translated across different disciplines. The module will
help teachers to sharpen their sensitivity and understanding
on issues related to gender and provide them with practical
guidelines on developing gender inclusive methodologies.
Activities included in the module aim at fostering a gender
friendly environment in the classroom. The module redefines
the role of teachers as facilitators, who through their positive
attitude and pedagogical interventions can help the students in
unlearning of gendered and stereotypical attitudes which they
acquire through the socialization processes.

Page-3
 Module
4
3. Learning Outcomes
• Understand the role of curriculum and textbooks in enhancing
education and empowerment of girls
• Identify women achievers in different fields and illustrate their
contribution with appreciate examples
• Examine critically and question the existing stereotypical
attitudes and biases related to gender
• Recognises various forms of discrimination and understands
the nature and sources of such discrimination
• Recognises and appreciates the participationand contribution
of women in political, social, cultural, and environmental
processes.
• Illustrates contribution of women in different fields with
appropriate examples

4. Pedagogies for Achieving Learning Outcomes

Social construction is a continuous process in which both the
individual and the wider social processes play a part. Social processes
like socialization and education also help to make these constructions.
Gender is an example of such social construction.Sex refers to the
biological difference between men, women and third sex while Gender
refers to a socially determined and culturally specific difference
between women,men and transgender. Gender relations and functions
are dynamic and are shaped through the history of social relations and
interactions. They may vary over time and place and between different
groups of people. They may also be impacted by other factors such as
race, class, religion,ethnicity and disability.

Our gender identities determine how we are perceived and how we are
expected to behave as men, women and transgender persons. Whether
these gender roles are fair or not, is where the argument begins. Does
the fact that we are treated differently based on our sex prevent us from
reaching equality or are we treated differently because we are different
in nature?

Page-4
 Module
4
Activity
1. Relate the following characteristics with male or female:
Characteristics Female Male
Dependant
Powerful
Competent
Emotional
Decision Makers
Housekeeper
Leaders
Fearful and Brave
Dominant
Timid
Gossip
The list is not exhaustive and you can add more examples.
This activity helps to recognize stereotypical characteristics
associated with men and women.

Activity:
• Analyze the way men and women are depicted in both print and
non print media. Identify the activities women and men carry
out in advertisements. Make a list of products men and women
are promoting. What jobs men and women are doing in media
portrayal? The stereotypical qualities of women and men being
stressed upon in the media. There can also be discussion of
some of the media portrayal which shows breaking of gender
stereotypes.

4.1 The Role of the Teacher

Teachers inculcate gender biased attitudes as a result of their own socialization

formally and informally. Therefore all teachers themselves must leave
their own baggage of prejudices/biases behind when they enter the
classroom. Girls, particularly those from marginalized groups such
as SC and ST students often feel alienated in their own learning
environment due to inability to identify with content, bias/ stereotyping
in textbooks, representation of women in passive roles and of men
in progressive role; discriminatory attitude of teachers in terms of
selective distribution of roles and responsibilities and allocation of
activities, use of derogatory language, etc. Such an attitude creates low

Page-5
 Module
4
self-esteem and feeling of alienation which in turn affects their level of
participation in classroom activities. It is here that the teacher can play
a meaningful role. Along with integration, the teacher needs to make
the teaching-learning environment participatory. Learning situations
may be drawn from the immediate environment of the learners. It is
important to ensure that girls are also actively involved in the learning
process. The teacher should first identify the gender differences in all
schooling activities and then plan and implement the activities in the
classroom and outside classroom accordingly. Such an effort is likely
to create an enabling environment in the classroom where all students
including girls can share their experiences, question existing prejudices
and stereotypes and work out suitable solutions based on discussion
and debate.

A curriculum largely includes all the essential and appropriate

knowledge taught in the school. However, there are certain aspects that
are taught informally in a school system which is called the Hidden
curriculum. This include behaviours, perspectives and attitudes that
students pickup in the schooling process. It isimportant for teachers to
realize that a Hidden curriculum is what students absorbin school
which may or may not be a part of the formal course of study. For
example the interaction of students with peers, teachers or other adults,
how they perceive different people on the basis of class, race, religion
or gender are important. It includes learning that takes places within
and outside classroom in an unintended manner. It also includes ideas
and behaviours students feel as acceptable or unacceptable. Such ideas
and behaviours are usually unacknowledged in formal settings and it is
assumed that they do not need to change.

Gender inevitably becomes an element of this hidden curriculum. It

gets transacted through the organizational arrangements, including
Have you ever the division of physical spaces within the classroom and the school
wondered why on the basis of gender, assignment of different tasks to boys and girls,
only girls/women routines, rituals and practices in everyday school activities, systems
are made to give of rewards and punishments, disciplining of boys and girls through
bouquets to the different strategies, teacher’s labeling patterns, teacher-student and
chief guest in a student-student interactions. Even the play space boundaries used by
school function? boys and girls in the school and the formal games offered to them are
different.

4.2 Integrating Gender Concerns in Transaction of Disciplines

It is a well-known fact that gender is a cross cutting concern across
all disciplines and is basic to the construction of knowledge. The

Page-6
 Module
4
invisibilities and under-representation of girls and women across
disciplines need to be addressed. The knowledge which has been
given in every discipline and the mediumof language used makes
the inequalities of gender seem natural. It is important to critically
challenge this and deconstruct this knowledge for redressing the
inequities.

4.2.1 Integrating Genderthrough Teaching of Languages

Language cuts across all disciplines and is basic to the construction
of knowledge; as a result it has wide ranging implications for gender
relations. Therefore, it is important to sensitize students to the way
language functions and how it naturalizes power difference. It does
not merely project those which already exist but also shapes our
attitudes towards it. Thus using language differently can actually
change conditions and situations.

Language including illustrations and other visual aids, play a central

role in the formation of such knowledge and we need to pay immediate
attention to this aspect of knowledge . Therefore teachers play a critical
role in promoting genderfairlanguage. If we analyze language carefully
we find that a large number of elements such as words and expressions
perpetuate gender stereotypes. Therefore, a gender neutral language
needs to be used in the classroom.Let us take as an example of the word
‘man’. ‘Man’ is not a generic word. We need to think about alternatives
to words such as ‘man’. Some of the alternatives are – ‘human beings’,
‘humans’ or ‘humanity’.

Our language should be both gender inclusive and gender neutral. A

common manifestation of sexism in language is the ‘generic’ use of the
masculine nouns (e.g. man, policeman) and masculine pronouns (e.g.
him, he) when they refer to people in general or when the sex of the
referent is unknown.In addition to pronoun choice, we should also be
sensitive to the use of gender-neutral lexical terms. Thus we can achieve
gender neutralization; that is, the avoidance of pseudo-generics such
as -man compounds (e.g. chairman, spokesman, salesman, foreman)
and of marked forms (e.g. female doctor, female teacher), and the
use of symmetric phrases such as female and male journalists, and
cameraman/camerawoman, and so on. Similarly, honorifics like Mr.,
Mrs., and Miss, have changed to Mr. and Ms. so that attention is not
drawn to gender roles.

Activity
A few words have been given below. Write their gender neutral forms in
the space provided below.

Page-7
 Module
4
Stewardess ________
Policeman ________
Mailman ________
Chairman ________
Spokesman ________
Anchor man ________
Poetess ________
Actress ________
Man, Mankind ________
Manpower ________
Wife or Husband ________
Mothering ________
Foreman ________
Salesmanship ________
Housewife ________

चचार् :
अनेक स्थितयों में िश�क िशि�काओ ं क� भाषा शैली/‘प�ु षत्व’ और ‘नारीत्व’ क� पारंप�रक मान्यताओ ं को पनु स्थार्िपत ही
करती है। भाषा का िवचारों और व्यि�गत पहचान से गहरा संबंध है। िश�क िशि�काओ ं द्वारा बोली जा रही/भाषा कुछ इस
प्रकार क� सीमायें तय कर देती हैं िक लड़िकयों और लड़कों में जेंडर भेद स्वयं आकार ले लेता है। नीचे दी गई िस्थित आम
भारतीय समाज से ली गई है। जेंडर संवेदनशीलता के प�रपे�य में ये िकस प्रकार से और क्यों असामान्य और अटपटी हैइस पर
चचार् करें ।
िस्थित : एक प�रवार के जड़ु वां भाई -बिहन दसवीं क�ा क� बोडर् क� परी�ा में एक समान िवशेष योग्यता वाले अक ं लाये हैं। वे
इस समय ग्यारवहीं क�ा के भौितक� क� अध्यािपका के पास बैठे ग्यारवहीं क�ा में िवषयों के चयन पर बातचीत कर रहे हैं :
बहनमैम आपको पता है न -, मझु े भौितक� िकतनी पसंद है।
भाईहाँ मैम -, कादम्बरी तो घर में छोटे मोटे प्रयोग करती रहती है। बल्ब फ्यजू हो तो यही ठीक करे गी। इसे िफिजक्स ही दीिजए-
और मझु े तो वोके शनल स्ट्रीम में ड्रेस िडजाइिनगं में जाने दें।
अध्यािपका कौस्तभु ये क्या कह रहे हो -! मै�रट में आकर वोके शनल स्ट्रीम और वो भी ड्रेस िडजाइिनंग। तमु िफिजक्स में आओ
और कादम्बरी को बायो लेने दो। उसमें रटकर काम चल जाता है। लड़िकयाँ अच्छे से रट लेती हैं।
भाईबहन- मैम-, आप खदु तो मिहला हैं और िफिजक्स क� टीचर भी, आपने ……..
अध्यािपकाबस जैसे तैसे कर ली। मैडम क्यू -री तो नहीं बन गयी न।

Examples from NCERT textbook Marigold (class5)

Example-1
The chapter Who Will Be Ningthouis a story about a king and
queen of Manipur who have three sons and one daughter. Despite
having three sons they choose their daughter to be the next heir,
thus defyingthe age old custom of declaringthe eldest son as the
next king.

Page-8
 Module
4
Example-2
• Marigold (class 5 page165) Let’s Talk

Read the following passage carefully

One day Meena plucks a mango and brings it home. Her grandmother
gives the larger piece to Raju because he is a boy. Meena protests. After Discussion Points
all, she brought the mango and she is the elder of the two. She insists • What are the
she has a greater right over her share. Her father comes to her help and other patriarchal
divides the mango equally. Now answer the questions.(i) Who brought norms prevalent
the mango home?(ii) Why did Meena’s grandmother give a larger piece in the society
to Raju?(iii) Who do you think should have got the larger piece? which affect the
status of girls?
• Are physical
Discussion Points
attributes
• Have you observed any discrimination in your family against
enough to be a
boys and girls in terms of sharing resources and spaces (physical
good ruler?
mobility, restrictions on time or any other).
• Are girls/women
• Is it important for the male members of the society to be actively less capable than
involved in breaking stereotypes? men in assuming
positions of
4.2.2Integrating Gender through Teaching ofSocial Sciences power and
Social Sciences is an integral part of the school curriculum in all stages authority.
of school education beginning from the elementary stage. It seeks to Introduce
explore individual and collective human behaviour which influence local examples
families, communities, cultures, institutions, environment, societies; of women
and ideas, norms, and values. The primary aim of social sciences is inpowerful and
to provide a critical lens to enable students to (a) acknowledge decision making
and respect diversity in terms of gender, religion, region, class and roles.
disability and look at all persons as equal (b) deliberate upon issues
such as democracy and autocracy, power and governance, caste, race
and tribe, gender and patriarchy, stereotypes and prejudice, etc (c)
critically examine social, political, economic institutions/issues
and various dimensions of inequality that affect the status of
women (d) Question and examine received ideas, institutions, and
practices.

The ‘add and stir approach’ of including a few prominent women

who wielded power or worked on the lands or mere enumeration
of some women who took part in the national movement only serves to
consolidate the position that women did /do very little. This is partly
because the textual narrative has given prominence to the role of men
and largely excluded the participation of women in social, economic
and political processes.The social science textbooks have taken care
to make participation of women as integral to the discussion of varied
themes across disciplines.
Page-9
 Module
4
An important aspect of social sciences is integration of relevant and
appropriate local content in learning processes, ideally transacted
through activities. Unfamiliar educational pedagogies and curriculum
content may create feelings of alienation among students which
may result in lack of engagement in classroom activities and
discussions. Therefore appropriate instructional strategies along with
contextualization of content and innovative teaching-learning material
will enable students to relate to their textbooks, share their experiences,
andidentify situation where conflict can be constructively questioned. In
particular, for girls and learners from marginalized groups classrooms
should be democratic spaces for discussing processes of decision
making, for questioning stereotypes and for making informed choices.

I. Questioning and Examining Received

Ideas, Institutions and Practices.

Learning to question socially constructed norms and prejudices
is an importantaspect of studying social sciences. It will
enablestudents to learn to confront their own lived experiences,
thus laying the foundations for an analytical and creative mindset. It
therefore becomes important for the teacher tonavigate discussion
of themes in such a way that students begin to deliberate and
question existing institutions, ideas and practices and their
linkages with the past. We are aware of how discrimination on the
basis of caste, class and gender has operated at various levels in
Indian society since historical times , and women have not shied
away from questioning the prevalence of such norms.

Begum Rokeya Sakhawat Hossein, a noted educationist

and literary figure started schools for Muslim girls in Patna
and Calcutta. She was a fearless critic of conservative
ideas, arguing that religious leaders of every faith accorded
an inferior place to women. She wrote a remarkable story
titledSultana’s Dream in 1905 in which Sultana who reaches
a placecalled Ladyland. Ladyland is a place where women
had the freedom to study,work, and create inventions like
controlling rain from the clouds andflying air cars.

Social and Political life- Class VII

Page-10
 Module
4

Laxmi Lakra is the first woman engine driver for Northern

Railways. Hailing from a poor family Laxmi studiedhard
and then went on to complete her diploma in electronics.
She then took the railway board exam and passed it in
her first attempt. Laxmi says, “I love challenges and the
moment somebody says it is not for girls, I make sure I go
ahead and do it.”
Social and Political life- Class VII

Activity

1. Write the following on the board and ask students to read each statement.

Early Marriage of Girls Sons are legal heirs of family property

Men are caregivers/ nurturers Practice of untouchability
Practice of Dowry Preference of sons over daughters
Menstrual Taboos Restrictions on Physical Mobility of Girls
Seclusion of widows Girls are non- permanent members of the family

2. Ask students to pick a statement from above and place in a relevant box.
Practices/Traditions /Norms Practices Practices/Traditions/ Norms
that are still Prevalent /traditions/Norms that that l would like to change
are not prevalent

This activity will help teachers to ascertain the level of awareness amongst students
regarding certain socio-cultural practices/traditions and norms that they face in their
lived realities. It is likely to also generate a discussion amongst both boys and girls on
why certain institutions/ideas and practices require change.

Page-11
 Module
4
II. Participation of Women in Economic
Processes
NCERT history textbook Our Pasts III, Chapter 4 – Tribals , Dikus
and Vision of a Golden Age
Role of Tribal Women in Economic Activities: Integrating Learning
Situations from the Learners’ Environment

The chapter Tribals, Dikus and Vision of a Golden Age focuses on

tribal societies and how their lives were affected by colonial rule. The
narrative along with source boxes, visuals/images clearly indicate the
important role of tribal womenin subsistence activities. Sometimes it
becomes difficult for young learners to relate to developments/ events
that occurredhundreds of years ago. It is therefore important to link
the past with the present.The participation of women in economic
activitiesfromthe pre-historic periodto the present dayis a dimension
that has often been ignoredin our textbooknarrative. By using resources
other than the textbook, access tointernet and other resource material
in the form of newspapers, journals and audio-visual material may
help the teacher to integrate such perspectives during transaction of
themes.

Women of the Dongria Kandha tribe in Orissa carrying out different economic activities

Page-12
 Module
4
In the Present : Tribal Women Are Leading the Conversion to Organic
Agriculture

Kalyani Minz’s vegetable farm in Budajharan village, Sundargarh

Tribal women of the Sundargarh district of Odisha have chosen to produce safe and
nutritious food, achieving food security and a better livelihood through organic farming.
Thousands of hectares of farmland in the district have never consumed any fertiliser that
is either synthetic or inorganic in nature. “All we use is organic. Even the seeds are of
indigenous varieties produced in our own farms,” says Nirmala Barla, a passionate farmer
from Brahmanmara village. They use organic pesticides using the leaves of neem , molasses
of rich mahua, garlic, cow dung and cow urine in different compositions. 
Image Source: https://www.lifegate.com/people/lifestyle/tribal-women-organic-agriculture-india

Activity: Groupof Six Students

Poster Galleryon Role of Tribal Women in Economic
Activities of Tribal Communities Through this activity students
can demonstrate their understanding of role of tribal women in
economic activities and how it has evolved over the years. The teacher
can guide students through the following steps.

Step I: A group of six students may be assigned a tribal community

inhabiting a particular region. For example, Bhils of western
region, Khasis of north-east, Gonds of central India, Gaddis of
northern region, etc.

Step II: Collection of materials by students. These materials could

be (a) photographs (b) illustrations (d) posters, (e) pamphlets,
(f) news clippings and (g) folk songs on agricultural and other
economic activities.

Page-13
 Module
4
Step II: Creating a poster. (a) Location of tribal group through
a map (b) The poster should be able to convey through visuals
and text the significant role of tribal women in tribal economy (c)
Continuity and change in economic activities of the tribal community.

Discussion points: Step IV: Discussion After completion, posters may be displayed
in the class followed by discussion which will be led by the teacher.
• Are there any
4.2.3 Integrating Gender Through Teaching of Mathematics
similarities in
the activities Everyone does mathematics but for many students particularly
carried out by girls it still remains an inaccessible area of knowledge. We need to
women across think of a less masculine mathematics. It is a common myth that
tribal groups in Mathematics subject is not for girls and its teaching does not have
the country? scope of gender discrimination and stereotyping. It is importantto
break this myth through our curriculum and its transaction by the
• Is there gender teachers. It is important to highlight through mathematics that work
segregation at home is equally important and productive and should be projected
in economic (through mathematical problems) as a responsibility to be shared by
activities all members of the family. Dignity of work in all walks of life should
carried out by be reflected through exercises projecting computation of time, labor,
members of the and energy consumed at each job. Reinforce growing participatory
tribal group? role of women/girls in all walk of life such as women as managers,
traders, entrepreneurs, pilots, scientists, mathematician, etc. Both
• How has the sexes have equal right in the family property which can be shown
participation of through mathematical illustrations.
tribal women
in economic Activity - 1
activities
evolved over the Provide the data on population of the State and of India from
years? theCensus 2011.Ask students to study and then compare the data.
Now analyze why the female population is less than male population
• How has in the states and in India. The idea behind carrying out this activity
development is to create awarenesson the issue of declining sex ratio.
i m p a c t e d
the lives of
tribal women
in economic
processes?

Page-14
 Module
4
Activity - 2

As can be seen from the news item the student has gone beyond rigid
mathematical calculations and he has given his concluding statement
on low wages being paid to women. Such kind of responses should be
encouraged by the teacher.

NCERT textbook Math-Magic at the primary level has a

number of examples in which women have been portrayed in
productive and decision making roles such as entrepreneurs,
farmers, property owners etc. Male characters have been
shown as engaged in household chores such as cooking.
Women have been portrayed as standing for their rights,
thus challenging power relations.
4.2.4 Integrating Gender through Teaching of Science
Women have historically had limited access to science and technology
and almost excluded from intellectual, scientific and technological
communities. They have always been associated with nurturance, child
rearing and house-keeping. Further, the contribution of women in
science and technology also remains “hidden from history” due to lack
of documentation. With respect to technology it is generally perceived
that what women do is non-technological, despite their involvement
insurvival technologies sinceearly times.Further,the image of science
is perceived as masculine and due to various socio-cultural factors
girls and women hesitate to enter fields that are essentially related to
technology.

Science inculcates rational thinking thereby, helping to reduce prejudices

based on class, caste gender, and religion. It is through science students
can be taught that physical attributes and difference does not reflect
superiority or inferiority. There should beno discrimination between
boys, girls and transgender on being different in terms of physical
attributes. Basic body structure, functions and requirements are also
similar for boys, girls and transgender. The differential abilities of all
sexesshould be recognized, rather than categorize one as stronger than
other. Therefore, no discrimination should be made in providing food,
health care and learning experiences. Women’s role in preserving the
environment and its impact on their life should also be highlighted.

Activity

Discuss with students any 2 success stories of women in the area of

science and technology from your area or state. Ask them to share any

Page-15
 Module
4
such success stories which they have come across in their life. What are
the kind(s) of Discrimination experienced by women pursuing the field
of science and technology?
NCERT textbooks on Environmental Studies titled Looking
Around Class V have included examples of women like Darki
Mai from Alwar,who helped in solving the water problem in
her village, by building a lake with the help of organizations
like Tarun Bharat Sangh. Another example is including the
effort of Suryamani a women from the tribal community of
Jharkhand involved in preserving the forests of her state.

Suryamani’s
Journey
5. Conclusion:

Thus this module will help in understanding the idea of addressing

gender concerns through text books and pedagogy. It will enable
teachers to recognize the factors of gender bias in textual material and
curriculum transaction; identify the biases with regard to the content
or role allocation to male and female characters; explore linguistic bias,
recognize the participation of women in political, social and economic
processes; examine the portrayal of women in textual and non-textual
material, etc. Thus gender sensitivity is an important pedagogical
concern which teachers should integrate in their teaching learning
processes. Therefore the module suggests the focus of gender sensitive
education which will help to promote respect for the roles that all
genders play in their families, communities and the nation at large.

6. Evaluation
1. What are gender stereotypes?
2. Now that you know about gender issues, what steps will you take to
address these concerns in the classroom?
3. What kind of teaching approaches will you use which will encourage
equal participation of boys and girls?
4. How gender-responsive are the textbooks used by you?
5. Can you identify gender bias/ stereotypes inthe usage of language?
6. What activities will you suggest to promote science learning for both
boys and girls?
7. Identify mathematical problems and exercises that reflect the
reality of women’s lives and experiences and also highlight their
contribution.

Page-16
 Module
4
7. Web links
https://www.youtube.com/watch?v=aOLYIzJnKT4
https://www.youtube.com/watch?v=DvBksrnS1RY&t=1s
https://www.youtube.com/watch?v=wjReU80Nx9U
https://www.youtube.com/watch?v=jV3wH0hPVRk&t=558s
https://www.youtube.com/watch?v=daaSNSV7WP4
https://www.youtube.com/watch?v=VC9YN3O0mGc

8. References
• Environmental Studies (Classes III-V) Looking Around, NCERT (2018)
• ITPD Package and Social Sciences (Secondary Level), NCERT
• Math – Magic (Classes III-V) Looking Around, NCERT (2018)
• Marigold (Class III-V),NCERT (2018)
• Our Pasts-III, History Textbook (Class-VIII), NCERT (2018)
• Position Paper, National Focus Group on Gender Issues in Education, NCERT
(2006)
• Social and Political Life-II Textbook (Class-VII), NCERT (2018)
• Training Material for Teacher Educators on Gender Equality and Empowerment,
Vol.-I Perspectives on Gender and Society, NCERT (2013)
• Training Material for Teacher Educators on Gender Equality and Empowerment,
Vol.-II Gender and Schooling Society, NCERT (2013)
• Training Material for Teacher Educators on Gender Equality and Empowerment,
Vol.-III Gender and Women’s Empowerment, NCERT (2013)
• Women’s Equality and Empowerment through Curriculum – A Handbook for
Teachers at Upper Primary Stage, Department of Women Studies, NCERT (1997)

Page-17