N

H
CHHATRAPATI SHAHU JI MAHARAJ UNIVERSITY, KANPUR
STRUCTURE OF B.ED TWO-YEARS CURRICULUM
(w.e.f. 2021)

Semester-I Semester-II

A- Compulsory Paper Marks A- Compulsory Paper Marks

Paper-I: Philosophical Perspectives of 80+20 Paper-I: Pedagogy of School 80+20
Education Subject-I
Paper-II: Sociological Perspectives of Paper-II: Pedagogy of School 80+20
80+20
Education Subject-II
80+20
Paper-III: Psychological Perspectives of 80+20 Paper-III: Technological
Education Perspectives of Education

B- Optional Paper 80+20 B- Optional Paper 80+20

Paper-IV (Student has to choose one paper): Paper-IV (Student has to choose one
A. Inclusive Education paper):
B. Value and Peace Education A. Environmental Education
C. Gender, School and Society B. Human Rights Education
C. Education for Happiness

C- Practicum/Field Work C- Practicum/Field Work

1. Two Practical of Educational 30 Four weeks Practice Teaching 50
Psychology
2. Visit to a special school and identify 20
the problems of differently abled
students.

D- Professional Development Grade D- Professional Development Grade

1. Personality Development A to D 1. Personality development A to D
(Classroom seminars/workshops (Though TLM)
and other activities) 2. Care for Environment
2. Language Proficiency in English 3. Music/Drama/Craft/Yoga and
(Language Lab, interaction other related activities.
sessions)
3. Music/Drama/Craft/Yoga and
other related activities.
Total 450 Total 450
(Theory 400 Marks + Practical 50 Marks) (Theory 400 Marks + Practical 50 Marks)
 Semester-III Semester-IV
A- Compulsory Paper Marks A- Compulsory Paper Marks

Paper-I: School Management 80+20 Paper-I: Development of 80+20

and Leadership Education System in India
Paper-II: Educational Guidance 80+20 Paper-II: Current Problems 80+20
and Counselling10 Education in India
Paper-III: Process of Curriculum 80+20
Development
B- Internship/Field Work- 16 100 B- Optional Paper 80+20
Weeks
1. Morning Assembly Student has to choose any one:
2. Attendance Register A. Educational Measurement and
3. Teachers Dairy Evaluation
4. Continuous and B. Health and Yoga Education
Comprehensive Evaluation C. Teacher Education
(Construction and
administration of
Achievement Test)
5. Reflection and Consolidation
of Internship (Report writing)
6. Action Research and Report
Writing
7. Celebration of Special Days
and writing report with their
messages
8. Any other duties assigned by
the Principal
C- Field Work Grade C-Field Work Grade
Visit to an Institution keeping view A to D 1. Community Work; Visit to a A to D
of Inclusive Education and prepare slum and identified the
report Educational Problems in the
light of RTE.

D- Professional Development Grade E- Professional Development Grade

Music/Drama/Craft/Yoga and other A to D 1. Life Skill and Personality A to D
related activities Development
2. Music/Drama/Craft/Yoga and
other related activities.

Final Teaching (each pedagogy) 50+50 Comprehensive Viva-Voce 50(Marks)

Internship Viva-Voce 50 (Based on Complete B.Ed. Course)
Total 450 Total 450
(Theory 200 Marks + Practical 250 (Theory 400 Marks + Practical 50 Marks)
Marks)
Grand Total
(Theory 1400 Marks + Practical 400 1800
Marks)
 SEMESTER-I
(A- Compulsory Paper)

PAPER - I PHILOSOPHICAL PERSPECTIVES OF EDUCATION

Paper Objectives

To enable the pupil teacher to -

 Understand the process and purpose of Education and it’s philosophy.

 Analyze the process and purpose of Education.
 Critically evaluate the philosophical context of Education.
 Construct the knowledge in real life situations and act upon it.
 Reflect upon different philosophical Schools of Thought.
 Understand the vision of Indian thinkers on practical aspects of Philosophy.
 Follow the ways of nurturing values and inculcating human duties.

Unit I

 Education – Meaning, Concept, Nature and aims of education

 Agencies of Education – Formal, Informal, Non-Formal- Role of Home, School, Society,

Mass Media and social media.
Unit II

 Philosophy- Meaning, Concept, Nature, Relationship between Philosophy and Education

 Functions of Educational Philosophy, Comparison of Eastern and Western Philosophy,
Unit III
 Indian Philosophy and it’s contribution: Vedanta, Jainism, Buddhism in the context of
Education.
 Schools of Philosophy– Idealism, Naturalism, Pragmatism, Realism in the context of
Education.
Unit IV

 Indian Educational thinker: Mahatma Gandhi, Ravindra Nath Tagore, Gijju Bhai, Swami
Vivekananda and J. Krishna
 Western Educational thinker: Plato, Rousseau, Paulo Freire and John Dewey

Practicum/ Internal assessment

 A study of a philosopher’s contributions to present educational practices. 5 Marks

 Preparation and presentation of one topic through PPT. 10 Marks

 Class Attendance 5 Marks

Suggested Readings:
1. Aggarwal, J. C. (2014). Philosophical and Sociological Perspectives on Education. Delhi: Shipra publication.
2. Aggarwal, J.C. (1981). Philosophical and sociological Bases of Education, New Delhi: Vikas Publishing House
Pvt. Ltd.

3. Arulsamy, S. (2011). Philosophical and Sociological Perspectives on Education. Hyderabad: Neelkamal

Publication Pvt. Ltd.
4. Broudy, H. S. (1965). Values in the Education Enterprise: Building a Philosophy of Educational. New Delhi:
Prentice Hall of India Pvt. Ltd.
5. Brubacher, J. S. (Ed). (1953). Modern Philosophies of Education 54th year books NSSE. Chicago: University
of Chicago press.
6. Butler, T. D. (1908). Four philosophies and their practice in education and religion. New York: Harper
Brothers Publishers.
7. Chaube S.P. & Chaube A. (2010). Philosophical and sociological foundations of education. Agra: Vinod
Pustak Mandir.
8. Hansen, D. T. (Ed.). (2006). John Dewey and Our Educational Prospect: A critical Engagement with Dewey’s
Democracy and Education. Albany, NY: State University of New York Press.
9. Pandey, R. S. (1982). An Introduction to Major Philosophies of Education. Agra: Vinod Pustak Mandir.
10. Pandey, R.S. (2007). Philosophizing Education, New Delhi; Kanishka Publishing House.
11. Peters, R. S. (Ed.). (1975). Concept of Education. London: Oxford University Press.
12. Peters, R. S. (Ed.). (1975). The Philosophy of Education. London: Oxford University Press.
13. Rusk, R. R. (1956). The Philosophical Bases of Education, London; University of London Press.
14. Singha, J. (1961). Introduction to Philosophy, Kolkatta; Shinha Pub. House.
15. Wynne J.P. (1977). Philosophies of Education. London: Prentice- Hall. Inc.

Books Recommended (Hindi):

• vxzoky] ,l0 ds0 - f'k{kk ds nk'kZfud ,oe lekt'kk=h; vk/kkj vkxjk HkkxZocqd gkml A
• xqIr] y{eh ukjk;.k - egku i'pkR; ,oa Hkkjrh; f'k{kk 'kkL=h bykgkckn dSyk'k izdk'ku
• pkScs] lj;w izlkn ,oa pkScs vf[kys'k - Hkkjr gsrq f'k{kk n'kZu] fnYyh e;wj isij cSDl A
• nqcs] vkj ds0 - egku Hkkjrh; f'k{kk 'kkL=h xksj[kiqj ] izes ukjk;.k cSty A
• ikBd] ih0 Mh0 vkSj R;kxh Mh0 ,l0 Mh0 - Hkkjr ds f'k{kk n'kZu vkSj 'kSf{kd leL;k;sa vkxjk fouksn iqLrd efUnj A
• ik.Ms;] jke'kdy - f'k{kk dh nk'kZfud ,oa lekt'kkL=h; i`"BHkwfe% vkxjk] fouksn iqLrd efUnj A
• iky] ,l0 ds0 xqIr] y{eh ukjk;.k] enu eksgu - f'k{kk ds nk'kZfud ,oa lekt'kkL=h; vk/kkj] bykgkckn] dSyk'k izdk'ku
• ekFkqj] ,l0 ,l0 - f'k{kk ds nk'kZfud rFkk lkekftd vk/kkj] vkxjk] fouksn iqLrd efUnj A
• yky] jeu fcgkjh+% f'k{kk ds nk'kZfud ,oa lekt'kkL=h; vk/kkj] jLrksxh ifCyds”ku] esjB
• lDlsuk] ,u0 vkj0 ,l0 - f'k{kk ds nk'kZfud ,oa lekt'kkL=h; vk/kkj vkxjk HkkxZo cqd gkml A
 PAPER - II SOCIOLOGICAL PERSPECTIVES OF EDUCATION

Paper Objectives

To enable the pupil teacher to -

 Understand Contemporary Indian society and education

 Understand diversity , inequality and marginalization in society and their implications for education

 Understand the importance and role of education in the contemporary society.

 Study the process of social change and socialization.

 Promote the development of a sense of commitment to teaching profession and social welfare.

 Develop reflective thinking in the creation of a new social order.

 Acquaint themselves about the educational provisions as enshrined in the Constitution of India.

Unit I

 Sociology – Meaning, Nature, Difference between Educational Sociology and Sociology of Education, The
new social order, concept of social diversity in terms of religion, culture, languages, castes, tribes, religions
etc.

 Establishing unity in diversity and multicultural society for peaceful and collective living. Secularism and
education, education as a tool of economic development, Social and cultural change.

Unit II

 Constitution of India: Preamble, fundamental rights and duties of citizens. Directive principles of the state
policies, articles related to educational provisions.

 Constitutional values related to aims of education in the context of constitutional promises of freedom,
justice, equality and fraternity. Education and Democracy.

Unit III

 Equality of educational opportunities in terms of gender (male, female and transgender), caste, tribes,
disabled and minorities.

 Issues and concepts relating to inequality, discrimination and marginalization that stands in the way of
Universalization of education. Role of teacher in linking school with society.

Unit IV

 Right to Education, Sarva Shiksha Abhiyan (SSA),. National Literacy Mission (NLM), Mid-Day Meal scheme
(MDM),
 Common School System, Kasturba Gandhi Balika Vidyalaya ( KGBV), Ashram Paddhati School
Practicum/ Internal assessment

 Project on extension work in a community; related to- literacy, health & hygiene, environment and
social welfare programmes. 5 Marks

 Preparation and presentation of one topic through PPT. 10 Marks

 Class Attendance 5 Marks

SUGGESTED READINGS

 Aggarwal, J. C. (2014). Philosophical and Sociological Perspectives on Education. Delhi: Shipra publication.
 Aggarwal, J.C. (1981). Philosophical and sociological Bases of Education, New Delhi: Vikas Publishing
House Pvt. Ltd.

 Arulsamy, S. (2011). Philosophical and Sociological Perspectives on Education. Hyderabad: Neelkamal

Publication Pvt. Ltd.
 Batra, P.(2005) Voice and Agency of teachers : Missing link in national curriculum frame work 2005.
Economic and Political weekly, 4347-4356

 Castells, M.(2011) The rise of network society : The information age : Economy , Society and culture (Vol.
I,II,III) John Wiley & sons.

 Chaube S.P. & Chaube A. (2010). Philosophical and sociological foundations of education. Agra: Vinod
Pustak Mandir.
 Dewey, J. (1956). The school and Society. Chicago: University of Chicago Press.
 Dewey, J. (1963). Democracy and education. New York: Macmillan.
 Freire, P (1970). Cultural action for freedom. Penguin education Special, Ringwood, Victoria, Australia.
 Freire, Paulo (1993). Pedagogy of the oppressed (revised ed.). London, UK: Penguin books.
 Ghosh, S.C. (2007) History of education in India , Rawat publications .

 Govt. of India (2009) The right of Children to free and compulsory education act 2009

 Hansen, D. T. (Ed.). (2006). John Dewey and Our Educational Prospect: A critical Engagement with Dewey’s
Democracy and Education. Albany, NY: State University of New York Press.
 Nambissan, G.B.(2009) Exclusion and discrimination in school experiences of Dalit children , Indian
institute of Dalit Studies and UNICEF.

 Pathak A. (2013) social implication of schooling; knowledge, Pedagogy and consciousness. Aakar books

Books Recommended (Hindi):

 vxzoky ,l0 ds0 - f'k{kk ds nk'kZfud ,oe lekt'kk=h; vk/kkj vkxjk HkkxZocqd gkml A
 ik.Ms;] jke'kdy - f'k{kk dh nk'kZfud ,oa lekt'kkL=h; i`"BHkwfe% vkxjk] fouksn iqLrd efUnj A
 iky] ,l0 ds0 xqIr] y{eh ukjk;.k] enu eksgu - f'k{kk ds nk'kZfud ,oa lekt'kkL=h; vk/kkj] bykgkckn] dSyk'k
izdk'ku
 ekFkqj] ,l0 ,l0 - f'k{kk ds nk'kZfud rFkk lkekftd vk/kkj] vkxjk] fouksn iqLrd efUnj A
 yky] jeu fcgkjh+% f'k{kk ds nk'kZfud ,oa lekt'kkL=h; vk/kkj] jLrksxh ifCyds”ku] esjB
 lDlsuk ,u0 vkj0 ,l0 - f'k{kk ds nk'kZfud ,oa lekt'kkL=h; vk/kkj vkxjk HkkxZo cqd gkml A
 Paper III: Psychological Perspectives of Education
Paper objectives:

The pupil-teacher will be able to:

 Understand the concept of Educational Psychology.

 Understand the concept of Growth & Development.
 Develop an understanding towards the concept of learning and its various theories.
 Understand the concept of transfer of learning and motivation.
 Develop an understanding towards the concept of Intelligence, its theories and measurement.
 Familiarize with the concept of personality and its theories.
 Develop understanding towards balanced mental health, hygiene & defense mechanism.
 Implement psychological principles in classroom as a prospective teacher.

Unit I: Educational Psychology and Human Development

 Educational Psychology: Concept, Methods, Scope. Concept of Human Growth &

Development- Principles, individual differences in classroom situation.
 Infancy, Childhood and Adolescence: concept, characteristics and d e v e l o p m e n t with
special reference to theories of Piaget, Kohlberg and Vygotsky.

Unit II: Learning & Motivation

 Learning: concept, nature and factors influencing learning. Behavioral approaches to learning:
Thorndike’s trial and error theory. Pavlov’s classical conditioning and Skinner’s operant
conditioning. Cognitive approaches to learning: Gestalt insight theory and Gagne’s hierarchy of
learning.
 Motivation: need & importance. Transfer of learning: concept, types, and role of teacher in ensuring
positive transfer of learning.

Unit III: Intelligence and Creativity

 Intelligence: Concept, meaning and its nature, Theories: Spearman’s two factor theory, Thurston’s
group factor theory, Guilford’s modelof intellect, Howard Gardner’s theory of multiple intelligence,
measurement of Intelligence.
 Creativity: concept, nature and techniques & methods for fostering creativity- brain storming,
problem solving, group discussion, play way, quiz etc.

Unit IV: Personality and Mental Health

 Personality: Meaning, nature and determinants of personality. Theories of personality: trait theories,
type theories and trait cum type theory.
 Mental health & hygiene: meaning, characteristics. Adjustment and Defense mechanism:
concept and types.
Practicum:

1. Prepare, administer and interpret a Case study/ Questionnaire related to problems 5 Marks
of adolescence.
2. Assignment and Presentationof any topic related with the paper 10 marks
3. Class attendance 5marks
Suggested Readings

1. Agarwal, Kanika (1991). Mother Craft and Child Development, Rajeev Publication.
Meerut. Aswal G.S. (2009). Educational Psychology (2ed), Vani Prakashan, Patna.
2. Allport, G.W. (1961). Patterns and Growth in Personality, New York: Rinehart and
Winston.
3. Anderson, R.C. & Faust, G. (1973). Educational Psychology, New York: Harper and
Row.
4. Bernard, H.W. (1952). Mental Hygiene for class room Teaching, New York: Mc Graw
Hill, 1952.
5. Bhatia, H.R. (1977). Text Book of Educational Psychology, Delhi: Mc Millan Co.,
1977.
6. Bigge, M.L. and Hunt, M.P. (1962). Psychological Foundations of Education, New
York: Harper and Row.
7. Chauhan, S.S (2010 ). Advanced Educational Psychology. Vikas Publishing House,
New Delhi.
8. Crow and Crow (1957). Mental Hygiene, New York: Mc Graw Hill book co., 1957.
9. Crow, L.D. and Crow, A. (1956). Human Development and Learning, New York,
Americal Book Co.
10. Dececco, J.P & Crawford, W.L: Psychology of Learning and Instruction, New Delhi,
Prentic Hall of India.
11. Hurlock, E.B. (1997). Child Development (VI Ed.). Tata Mcgrow Hill Publishing
Company Limited, Noida.
12. Hilgard, E.R. & Bower, G.H. (1974). Theories of Learning, New York: Appleton.
13. Hurlock, E.B. (1973). Adolescent Development, New Delhi: Mc Graw Hill.
14. Hurlock, E.B. (1956). Child Development, New York: Mc Graw Hill.
15. Kumar R. (2009). Child Development (Vol: I, II). APH Publishing Corporation, New
Delhi.
16. Kuppuswamy, B.: Advanced Educational Psychology, New Delhi: Delhi University
Published.
17. Lazarus, R.S. (1963). Personality and Adjustment, New Jersey: Prentic Hall Inc.
18. Lindgren, H.C.: An Introduction to Sociology, Wiley Eastern Ltd.
19. Mangal, S.K.: Advanced Educational Psychology, New Delhi: Prentice Hall of India
Pvt. Ltd.
20. Mishra, Bhawna (1999). Education and child Development. Mohit Publications, New
Delhi.
21. Mishra, R.C. (2005). Early Childhood Education Today, Prentice Hall Publisher.
22. Morgan and King: Educational Psychology, New Delhi: Prentice Hall of India.
23. Pillai, N.P., Pillai, K.S. & Nair, K.S.: Psychological Foundations of Education.
24. Shafer & Shoben: Psychology of Adjustment, C. Carmichael Constable & Co. Ltd.
25. Skinner, C.E. (1964). Educational Psychology, New Delhi: Prentice Hall of Indi
26. Pandey, Ram Shakal (2007). Education Psychology, Surya Publication, Meerut.
27. Sharma, Kamlesh, Manav Bikas, Syar Publication, Agra.
28. Woolfolk, A. Misra, G. Jha, A. (2012). Fundamental Educational Psychology, Delhi:
Pearsons.
 SEMESTER- I
(B- Optional Paper) Choose any one-

Paper-IV (A) Inclusive Education

Paper objectives

The Pupil-teacher will be able:

 To familiarize with the concept of an Inclusive Education.
 To make them able to identify and understand the problems of socially-
disadvantaged children.
 To identify and address the diverse needs of all learners.
 To acquaint with the trends and issues in Inclusive Education
 To sensitize for accommodating inclusions in classroom.
 To appreciate various practices to promote Inclusion in school as well as in society.

Unit I: Inclusive Education

 Inclusive Education: Concept, meaning and Importance of Inclusive Education.

Difference between Special Education and Inclusive Education. Historical perspective
of inclusive Education for children with special needs.
 Inclusive Education in India: Constitutional provisions for person with disability, PWD
Act 1995, 2016, RTE Act 2009 and salient features of NPE-2020 to promote inclusion.
Unit II: Inclusion for Socially Disadvantaged Children

 Socially disadvantaged children: Meaning of socially disadvantaged children (ST, SC,

OBC, Minority, Girls and Slum children).

 Problems of socially disadvantaged children.

Unit III: Children with special needs

 Children with special needs: Concept, Meaning, Classification, Characteristic and

identification of gifted children.
 Disabilities: Types of disabilities. Characteristics, causes and identifications of the
Educational needs. Mental, physical and learning disabilities.

Unit IV: Inclusive Practices

 Inclusive practices in the classroom: Pedagogical strategies: co-operative

learning strategies, peer tutoring, social learning and multisensory teaching.
  Creating and sustaining inclusive practices: Role of Teachers, Parents and
Community.

Practicum:

1. Preparation and presentation of one topic through PPT. 10 marks

2. Attendance 5 Marks
3. Practicum / Paper based activity designed by the teacher / Assignment and
Presentationof any topic related with the paper e.g. 5 Marks
 The students shall undertake work to in understanding how structures in school create
barriers for inclusionary practices
 Dialogue and discussions on creation of an inclusive teaching learning environment with
different stakeholders such as :Administrative functionaries,teachers, parents, community
 Visit to inclusive/special school with an objective of observing and understanding the
transactional processes, school ethos and student-teacher relationship. Report of the
visit to be submitted and presented.

 Taking any topic of your interest from the school curriculum, chalk out the process of
teaching it along with teaching aids, in an inclusive classroom. (The inclusive classroom
should have at least 2 students with disability)

Suggested Readings:

1. fof”k’V ckyd % egs”k HkkxZo( ,p0 ih0 HkkxZo cqd gkml] vkxjkA
2. Baquer, A. & Sharma,A. (1997) .Disability: Challenges Vs. responses, Can Pub.
3. Bartlett, L. D., Weisentein, G.R. (2003) Successful inclusion for educational leaders,Prentice
Hall, New Jersey.
4. Bhargava, M. (1994), Introduction to exceptional Children, Sterling Publishers.
5. Blackurst & Berdine (1981), Introduction to Special Education.
6. Chaote Joyce,S. (1991) . Successful mainstreaming, Allyn & Bacon
7. Daniels, Harry (1999) .Inclusive Education, London: Kogan.
8. Dash, M. Education of Exceptional Children. New Delhi: Atlantic Publisher andDistributors.
9. Giuliani, G. A. & Pierangelo, R. (2007) Understanding, developing and writing JEPsCorwin press,
sage Pub
10. Hallahan & Kauffman (1978), Exceptional Children: Introduction to special EducationPrentice
Hall
11. Hegarthy, S. & Alur, M. (2002) Education of children with special needs: Fromsegregation to
inclusion, Corwin press, sage Pub
12. Joyce S. Choate (1997). Successful inclusive teaching, Allyn & Ba
13. Karant, P. & Rozario, J. ((2003). Learning Disabilities in India. Sage Pub.
 Paper IV (B): VALUE AND PEACE EDUCATION
Paper objectives:
The Pupil-teacher will be able:
 To understand the concept, nature and classification of values.
 To understand the importance of values in human life.
 To understand the concept of world peace from different perspective.
 To develop sensitizations towards value education
 To inculcate values in every aspects of life.

Unit I: Value Education

 Value Education: meaning, nature, need and importance. Value system – Role of
culture and civilization.
 Sources of values, determinants of values (Biological, Social, Psychological,
Ecological) – their bearing on education. Indian culture and values.
Unit II: Classification of Values

 Classification of values: Material, Social, Moral, Spiritual and democratic;

Inculcation of values through education, Positive and negative values. Role
of education to overcome negative values.
 Ethical values- Professional ethics, Family values- Components, structure
and responsibilities of family, Neutralization of anger, Adjustability, Threats
of family life, Caring for needy and elderly.
Unit III: Realization of Values in Society

 Values realization, value conflict and their resolution, value crisis and role of
education to address them, development of values asa life long process. 
 Effect of international affairs on values of life, Issues of Globalization-
Modern warfare- terrorism, Environmental issues. Mutual respect of
different cultures, religions and their beliefs.
Unit IV: Peace Education

 Peace Education: concept, nature, need and Importance. Role of Education

in promoting peace.
 Relevance of world peace: First world war- causes, countries involved and
result, Establishment of League of Nation, Second World War: causes,
countries involved and result, Relevance of United Nations Organization
(U.N.O.) in promoting peace.

Practicum:

1. Class attendance 5 marks

2. Preparation & Presentation of PPT 10 marks
3. Assignment any one topic based on syllabus 5 marks
Suggested Readings:

1. Bandiste, D.D. (1999). Humanist Values: A Source Book. Delhi: B.R. Pub
2. Chakravarthy, S. K. (1999).Values and ethics for Organizations: theory
and Practice.New Delhi: Oxford University Press.
3. Chitakra, M. G. (2003): Education and Human Values. New Delhi: A.P.H. Publishing.
4. Das, M. S. & Gupta, V.K. (1995). Social Values among Young adults: A
changingScenario New Delhi: M.D. Publications.
5. Department of Educational Psychology and Foundations of Education
(n.d.). Educationfor Values in Schools: A Framework. New Delhi: NCERT.
6. Jeong, Ho-Won (2000). Peace and Conflict Studies: An Introduction. Burlington:
Ashgate Publications
7. Rao, R. K.(1986).Moral Education: A Practical Approach. Mysore: RIMSE.
8. Ruhela, S. P. (1986). Human Values and education. New Delhi: Sterling
Publications.
9. Satchidananda, M. K. (1991). Ethics, Education, Indian Unity and Culture.
Delhi:Ajantha Publications.
10. VenKataiash, N. (1998).Value Education, New Delhi

Paper IV(C) - GENDER, SCHOOL & SOCIETY

Paper Objectives

To enable the pupil teacher to:

 Understand the key concept of gender (male, female and transgender), gender
bias, gender stereotypes, empowerment, gender parity, patriarchy, feminism.
 Explain the Social construction of gender with special reference to society.
 Know the policies, plans, schemes and different laws of government for promoting
gender parity.
 Learn about gender issues in school, curriculum, pedagogical process and its
intersection with class, caste, religion and region.

Unit-I Key concepts of Gender Issues

 Concepts, terms and relate them with their context in understanding the power
relation to gender, sex, sexuality, patriarchy, masculinity and feminism. Gender bias,
gender stereotyping and empowerment.
 Patriarchy, power, resources and opportunities.

Unit II Social Construction of Gender

 Socialization in family and at school, Occupation and identity, Stereotypes about

females prevalent in the society, media and literature.
 Gender and its intersection with poverty, class, caste, religion.
Unit III: Gender, Power and Education
Gender identities and socialization practices in : Family, School and other formal and
informal organization
Schooling of girls: Inequalities and resistances (issues of access, retention and
exclusion), Overview of girl education in India with special reference to U.P.

Unit-IV Gender Jurisprudence (Indian context)

 Understanding the importance of addressing sexual harassment in family,

neighborhood and other formal and informal institutions.
 Prenatal Diagnostic Technique Act, 1994; Domestic Violence Act, 2005, Reservation
for Women, Supreme Court Verdict about transgender.

Practicum

Attendance 5 Marks

Assignment and PowerPoint presentation 10 Marks

Any one of the following 5 Marks

 Organize debates in class on Equity & Equality cutting across gender, class, caste,
religion and disability and make
 Assignments, quizzes and discussions on violation of rights of girls
 Analysis of Gender Issues in NEP 2020
 Gender sensitization by organizing awareness programs like skits, poster
competition, monologue etc.

Suggested Reading

 Desai, Neera and Thakkar, Usha.(2001). Women in Indian Society. National Book
Trust. New Delhi
 Dunne, M.et al.(2003). Gender and Violence in School. UNESCO
 Kostas, Marios (20 June 2019). “Discursive construction of hegemonic masculinity and
emphasised femininity in the textbooks of primary education: children’s discursive agency and
polysemy of the narratives”. Gender and Education:–1

 NCERT 2006, National Curriculum Framework 2005: Position Paper, National Focus
Group .Gender Issues & Education
 Srivastava, Gouri (2012). Gender and Peace in Textbooks and Schooling Process.
Concept Publishing Company Pvt. Ltd., New Delhi
 Sherwani Azim.(1998) The Girl Child in Crises. Indian Social Institute, New Delhi
 UNESCO (2015). A Guide for Gender Equality in Teacher Education Policy and Practices
(PDF). Paris, UNESCO. pp. 9–10, 59–61. ISBN 978-92-3100069-0.

 http://www.genderandeducation.com/issues/secondgeapolicyreportwolf/

 http://www.genderandeducation.com/resources-2/pedagogies/curriculum/
  http://www.publications.awe.asn.au/gender-and-the-national-curriculum

C---Practicum/Field Work
1. Two Practical of Educational Psychology based on syllabus 30 marks
2. Visit to a special school and identify the problems of differently abled students 20Marks

D---Professional Development
1. Personality Development (Through Classroom seminars/workshops)
2. Language Proficiency in English
3. Music/Drama/Craft/Yoga and other related activities