IJMES
Integration Of Gender-Fair Learning Approaches In English Instruction: A Phenomenological Study
The utmost aim of this study was to explore the “Integration of Gender-Fair Learning Approaches in English Instruction: A Phenomenological Study”. The research answered the questions on instructional approaches implemented by teachers to address gender fairness, the perceived barriers that hamper the teachers’ implementation of Gender-fair learning approaches in the classroom, and the intervention of the perceived barriers that were developed based on the findings of the study. This study was conducted among the intermediate teachers handling English Instruction in Kiblawan South District. In-depth interviews were conducted to get relevant result. Data revealed that the instructional approaches implemented by the teachers to address gender and development in English instruction are differentiated learning; blended learning; and cooperative learning. The perceived barriers that hinder the teachers in integrating gender-fair learning approaches in their routinely tasks are bullying/conflict and unsupportive family and community. The interventions developed based on the findings of the study are 1) Engaged to Class and School Activities; 2) GAD Orientation to Stakeholders. This study shows that gender is not binary, but rather a continuum. As such, it is essential that Gender and Development Policy is firmly implemented not only in the classroom but in the entire school community. Moreover, gender equality can be addressed through the implementation of gender-fair learning approaches in the classroom. Whatever the gender choices of the students are, they are entitled to their rights, resources, opportunities, and protections.