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Title: | Promoting Gender Equity, Scientific Literacy And Peace Among Nigerian Secondary School Students Through Gender Mainstreaming Strategies |
Authors: | Ozoii, Bernadette Ebele Mmegwa, Patricia Uwamezi Anyebe, Mary Ocheenia Oriade, Mary L.T. |
Issue Date: | 2013 |
Publisher: | Nigerian journal of Teacher Education and Teaching |
Series/Report no.: | Vol. 11;No. 1; Pp 1-15 |
Abstract: | The paper discussed the promotion of gender equity, scientific
literacy and peace among Nigerian secondary school students
through the use of gender mainstreaming strategies. The concepts of
gender equity, scientific literacy and peace were defined. The
importance of acquiring scientific literacy and peaceful co-existence
of Nigerian children were emphasized. The under- representation,
discrimination and under- achievement of Nigerian students in
science technology and mathematics courses were discussed. Some
of the factors militating against gender equity and scientific literacy
were high-lighted, such as, gender stereotyping, parental preference
of early marriage to education and masculine image of science and
technology. The paper outlined the aims of gender mainstreaming
strategies which include ensuring the rites, roles of girls and boys,
equal attention in all school activities, respecting cultural differences
and ensuring participation and protection of rights of all students in
STM classrooms. Gender mainstreaming package discussed by the
paper included the use of gender- inclusive images and constructs.
use of gender- inclusive languages or expressions, use of gender-
inclusive pictures and textual materials. The implication of the use of
gender mainstreaming strategies for peaceful co-existence and
conflict resolution by Nigerian students were highlighted. Finally, the
paper concluded that, if gender equity was not attained in our
educational institutions at a foundation level, it would be difficult if
not impossible to have social peace, economic and technological advancement in Nigeria no, matter how significantly literate the citizenry might be. |
URI: | http://hdl.handle.net/123456789/2710 |
Appears in Collections: | Educational Foundation
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