Untangling the impact of gender in the ‘hidden curriculum’
How university classes are taught can perpetuate unhelpful gender messages. Jennifer Chapin discusses the challenge and how a new framework for gender-responsive pedagogy can help.
How university classes are taught can perpetuate unhelpful gender messages. Jennifer Chapin discusses the challenge and how a new framework for gender-responsive pedagogy can help.
Gender-responsive pedagogy can play an important role in supporting higher-education institutions to produce students who go on to become gender-responsive professionals, leaders and citizens, and to play a critical role in addressing inequalities and building a more equitable future. Jennifer Chapin shares some thoughts for how this can be achieved from two new papers.
Tabitha Buchner and Josie Dryden reflect on feedback and lessons learnt from an online course to support higher education transformation in East Africa – and look ahead to how these lessons are feeding into future developments.
If changes to higher education are to achieve their objectives fully they need to be inclusive of all students. Mai Skovgaard shares what some university teaching staff in Tanzania and Uganda are doing to make their classes more gender responsive.
A key component of ensuring students leave university with appropriate skills for employment when they graduate is fostering links with employers. Vincent Otieno Odhiambo, Regional Director of Ashoka East Africa in Kenya, shares some examples of how social entrepreneurs are providing that link in supporting the Transforming Employability for Social Change in East Africa (TESCEA) partnership.
At the mid-point in what should have been a face-to-face workshop to strengthen future facilitators and mentors of course redesign in East African universities, Tabitha Buchner and Josie Dryden share how this work has been adapted for an online environment.