Author: Mr. Debabrata Baishnab
DOI Link: https://doi.org/10.70798/Bijmrd/03070004
Abstract: The pursuit of gender equity in education requires not only policy reform but also a radical transformation in pedagogical approaches, especially within teacher education programs. This paper examines the role of critical pedagogy in advancing gender equity through teacher education. It argues that a critically reflective pedagogy, rooted in the principles of empowerment, social justice, and resistance to hegemonic norms, can serve as a transformative tool for preparing teachers to challenge gender biases both in themselves and within the educational system. Drawing upon the theoretical frameworks of Paulo Freire, bell hooks, and other scholars, the paper explores the philosophical foundations of critical pedagogy, its application in teacher education, and its potential to address gender stereotypes, curriculum bias, and the hidden curriculum. This article advocates for an inclusive, intersectional, and critical approach to teacher education as a pathway to gender-just schooling.
Keywords: Pedagogy, Teacher Education, Gender Equity, Curriculum.
Page No: 33-38