Facilitating teachers for gender sensitive political literacy instruction
Date of Award
Master of Education (M. Ed.)
Institute for Educational Development, Karachi
This thesis posts the view that the emphasis only on acquisition of factual knowledge will not remain as important for students in future as it is now. The thesis argues that the dominant traditional mode of teaching which stresses rote memorization of facts and figures produce passive citizens who are incapable of active participation in the society. The purpose of this study was to understand how a teacher educator could facilitate gender sensitive political literacy instruction. It was assumed that developing gender sensitive political literacy instruction would result in cultivating the desired skills and attitudes in students that would help them to become politically literate and active citizens of the society. Action Research was undertaken which involved reconnaissance, planning, implementing the plan, and finally reflecting on the whole process. The process helped to unveil the possibilities and challenges in educating teachers for developing gender sensitive political literacy instruction. A critical account of the findings revealed that there are possibilities for a teacher educator to facilitate gender sensitive political literacy instruction in a developing context like Pakistan if some major obstacles are overcome which are: lack of pre-service training of teachers and authoritative school environment.
Furqan, S. (2007). Facilitating teachers for gender sensitive political literacy instruction (Unpublished master's dissertation). Aga Khan University, Karachi, Pakistan.