Potential for transformation? Two teacher training programs examined through a critical pedagogy framework

Abstract

This paper argues that teacher training programs, with the objective of transforming gender norms in schools, should employ a critical pedagogy framework in order to achieve the transformational learning goals necessary to change the deep-seated beliefs and patterns of behavior that characterize these gender norms. Using document analysis, this study evaluates the teacher in-service training component of two school-based intervention programs, aimed at promoting gender equality in school communities. This paper finds that the trainings miss opportunities to employ elements of critical pedagogy and therefore, are not likely to create a transformative change around gender norms in schooling.