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Better make STEM instruction gender inclusive through feminist pedagogy principles
The International Day for Women and Girls in Science, February 11, was observed across the world to create awareness and take affirmatory actions to make Science, Technology, Engineering and Mathematics (STEM) education gender inclusive.

The research in inclusive pedagogy has shown that there is a need to emphasize the gender-inclusive ways of teaching and communicating STEM to empower the girl students' rights from the school level. 

The evidences have shown that in order to effectively teach science subjects including mathematics to girls we need to make a shift toward cooperative and collaborative classroom setting and explore the range of study skills and careers options for young girls in STEM areas.

It needs to be kept in mind that every classroom activity in learning science and mathematics must contain gender perspective. And, for this, there should be programme of re-orientation and training of teachers for adapting their teaching to feminist pedagogic practices as suggested by research.

The research in gender inclusive STEM has implicated and suggested that we should not project different pure and applied science courses as abstract and depersonalised areas of learning. Sex-stereotyping of STEM must stop and public image of scientists should be created favourably and not a lost or crazy persons.

It is also desirable that we increase the numbers of STEM-trained professionals and their diversity that makes their class environment non-competitive and practices gender inclusive through group learning.

The UN chief has rightly pointed out that there was an urgent need to make concerted, concrete efforts to overcome stereotypes and one starting point was to banish the predominantly male images of scientists and innovators on social media, in textbooks and in advertising.

Women and girls need equitable and inclusive STEM education by including the discovered ways in which women learn better. Quality of education for all requires applying diverse ways of classroom instruction and making education a social process based on sharing and caring rather than competition, linear learning processes ,  uniformity, similarity and one-size fit-all type of standardisation, I feel.

Editorial NOTE: This article is categorized under Opinion Section. The views expressed in this article are solely those of the author and do not necessarily represent the views of In case you have a opposing view, please click here to share the same in the comments section.
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