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Gender Differences In Education

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Gender as a phenomenon in recent times has become critical in addressing issues in education, politics, economy, philosophy, literature, and there is no subject today without a specific mention to gender. Akujobi (2009) citing Showalter (1989) considered gender ‘as a crucial determinant in the production, circulation and consumption of literacy discourse’ (p. 2458). Forster (1999) conceptualised gender as a social process and an ever-shifting, historical and culturally-contextualized set of social practices that are constituted on manifold levels of social organizations. This means that in everyday social practices, there is a link between the social structure and the production and construction of gender. In contrast, Crawford (1998) suggested …show more content…

Gender analysis in studies such as this, therefore, sheds light on hidden male female dynamics of inherent beliefs and attitudes about children with disabilities. Identifying gender- specific cognitions in inclusive education has a far reaching implication for the development of range of acceptable strategies for dealing with the education of children with autism in inclusive education setting. Again, understanding gender issues make the realities of the male and female teachers’ reactions to issues of disability clearer and uncover the dynamics of decision making about the education of children with disabilities in regular schools more meaningful. Finally, examining gender differences systematically and consistently affects the actions of education authorities in their decision making and how these decision are …show more content…

The 1992 republican constitution of Ghana became the main legislative instrument that paved the way for the promotion of inclusive education. Article 25(a) of the constitution states: ‘All persons shall have the right to equal educational opportunities and facilities and with the view to achieving the full realization of this right, basic education shall be free, compulsory and available’ (Republic of Ghana, 1992). Other provisions included The Children’s Act (560) of 1998, the Disability Act (715), (2006) and The Education Act (788),

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Over time, the period saw a general upsurge in literacy rates. For example in France between 1680 -1780 literacy rose from 29% to 47% for men and from 14% to 27% for women. These figures can be interpreted as evidence of a lack of opportunity for women to become literate and this essay argues that gender difference was caused by the social restrictions placed on women within a largely patriarchal society. It suggests that printing did not necessarily have the same impact for women as it did for their male counterparts.

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Within modern day society males and females are given the same educational opportunities, the way in which these opportunities are taken is what determines how males and females ought to be treated and thought of by society. Throughout the last century, there has been the identification of superior intellectual levels between males and females, these levels of intelligence are connected to prestige, gender identification and academic success. In “Mind Over Muscle” by David Brooks, the age of information has incorporated the intellectual difference between the sexes by displaying women as more academically efficient than their male counterpart. Throughout history women have been view by society, well by men, as incompetent, uneducated individuals

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