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Rather than confusing children, gender-responsive pedagogy provides them with the language and tools to understand and navigate a diverse world, cultivating empathy, critical thinking and respect for others.
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In South Africa, the Department of Basic Education’s (DBE’s) proposed gender-responsive pedagogy toolkit has sparked debate, with critics framing it as a form of “contested” and “speculative” content that could potentially “confuse” or “harm” young children. But what exactly is gender-responsive pedagogy, and why is it vital for early childhood education in our context?
What is pedagogy?
At its simplest, pedagogy refers to the art and science of teaching. It’s not just about what is taught, but how it is taught, ie, what teaching methods are used, how teachers relate to learners, how classrooms are organised, and what messages are embedded in daily school life. Pedagogy shapes how children learn, how they make sense of the world, and how they come to understand themselves and others.
What is gender-responsive pedagogy?
Gender-responsive pedagogy is not a new or untested concept. It is an evidence-based approach that seeks to address and challenge entrenched gender biases in educational settings. It involves incorporating gender awareness into curricula, teaching strategies, classroom interactions and assessment methods to ensure that all children can access learning opportunities equitably, regardless of their gender.
In practice, this means creating classrooms where gender stereotypes are actively challenged, where diverse identities are affirmed, and where children learn to express themselves without fear of ridicule or exclusion. It is about fostering environments where girls, boys and gender-diverse children are equally valued and where educational content is inclusive, affirming and representative of the diverse realities children inhabit.
How does gender-responsive pedagogy work across early childhood education?
Gender-responsive pedagogy isn’t limited to one classroom policy or lesson plan. It operates at multiple levels within the early childhood education ecosystem, shaping everything from the classroom environment to school-wide culture. In this regard, there are five broad areas:
- In the curriculum and learning materials
This is often the most visible level. A gender-responsive curriculum includes stories, games and lesson content that reflect a wide range of experiences, avoiding gender clichés and offering positive representations of all children. Rather than presenting boys as dominant and girls as submissive, it offers characters and examples that defy stereotypes and expand children’s imagination.
- In the teacher’s practice
Teachers play a pivotal role in shaping how children learn and feel about themselves. Gender-responsive pedagogy encourages educators to reflect on their language, expectations and interactions. Are boys more often praised for being bold, and girls for being neat? Are some children discouraged from certain play activities because of their gender? A more thoughtful, balanced approach helps children feel free to explore and express their interests without constraint.
- In the classroom environment
The physical and emotional set-up of the classroom matters. Are toys, books and dress-up clothes reinforcing rigid gender roles? Is playtime segregated along gender lines? A responsive environment avoids dividing resources into “girls’ things” and “boys’ things”, and instead encourages all children to participate in ways that affirm their curiosity and creativity.
- In the broader school culture
Beyond individual classrooms, a school’s overall culture can either reinforce or challenge narrow gender expectations. This includes how discipline is handled, how teachers are trained, how sports and leadership are organised, and what kinds of behaviour are rewarded. A gender-responsive school culture is one that consistently promotes fairness, inclusion and respect.
- In family and community engagement
Importantly, gender-responsive pedagogy also involves working with families. Educators can help parents understand how classroom practices support their children’s development in emotional and social ways beyond narrow academic development. These conversations help build a shared vision of raising children who are empathetic, self-assured and open to difference.
Addressing concerns: Myths versus facts
Despite the intent and benefits of a gender-responsive pedagogy, opposition persists. Some argue that the approach introduces speculative or ideologically driven content that is inappropriate for young children. Others claim that it undermines parental rights and imposes contested social constructs. These critiques often overlook the positive impacts of gender-responsive and gender-inclusive pedagogy.
The idea that discussing gender diversity is confusing or harmful to children is not substantiated by empirical evidence. On the contrary, inclusive curricula reduce bullying and promote adaptive social skills. Rather than confusing children, gender-responsive pedagogy provides them with the language and tools to understand and navigate a diverse world, cultivating empathy, critical thinking and respect for others.
Moreover, concerns about parental rights and respect for their religious or cultural beliefs must be contextualised within South Africa’s broader constitutional mandate to provide non-discriminatory, inclusive education. While parents play a pivotal role in the psychological and social development of their children, our schools play an equally important role in building safe, supportive and affirming learning environments that expand their intellectual and social horizons beyond the confines of any single viewpoint. This is particularly crucial in a diverse society like South Africa’s.
Why it matters: Psychological well-being, social skills and challenging gender stereotypes
Gender-responsive pedagogy is particularly important in a country like South Africa, where gender-based violence, gender inequality and harmful stereotypes remain pervasive. Early childhood education offers a crucial window of opportunity to challenge these norms and foster healthier, more inclusive social dynamics.
From a psychological perspective, inclusive education has been linked to higher self-esteem, reduced anxiety and lower rates of bullying. When children see themselves represented positively in learning materials and classroom discussions, they are more likely to develop resilient self-concepts and navigate identity formation with confidence.
Socially, gender-responsive pedagogy equips children with critical social skills, including empathy, conflict resolution and respect for diversity. These competencies are essential for fostering positive peer relationships and reducing prejudice. Children exposed to diverse identities in educational contexts are better prepared to navigate multicultural societies with greater social competence.
Finally, by challenging rigid and restrictive gender norms, gender-responsive pedagogy addresses the root causes of exclusion, discrimination and gender-based violence. It encourages young children to think critically about gender stereotypes, question normative assumptions, and imagine broader possibilities for themselves and others.
Conclusion: Fostering inclusive futures
Incorporating gender-responsive pedagogy into early childhood education is not about imposing ideologies or confusing children; it is about ensuring that all children are seen, valued and supported as they learn and grow. As South Africa grapples with entrenched gender inequalities and high rates of gender-based violence, it is imperative that our educational policies reflect a commitment to inclusion, equity and social cohesion. In this context, the DBE’s initiative is a necessary step towards fostering more inclusive, affirming and psychologically supportive learning environments where every child can thrive.
See also:
Geslagsgelykheid in opvoedkundige ruimtes en praktyke: ’n feministies-pedagogiese ondersoek
Die aard van genderuitbeelding van vroulike hoofkarakters in onlangse Afrikaanse jeugliteratuur
Chase Rhys se Misfit: Jy het nog nie voorheen só iets gelees nie
The post Opinion: Gender-responsive pedagogy in early childhood education: Why it matters first appeared on LitNet.
The post Opinion: Gender-responsive pedagogy in early childhood education: Why it matters appeared first on LitNet.