Teachers and Gender Issue in English Classrooms: A Case Study of a Secondary Public School in Chiang Rai Province

Kwanruan Choosrichom; Nongyao Nawarat

doi:10.57260/csdj.2024.265984

Authors

Kwanruan Choosrichom Faculty of Education, Chiang Mai University, Thailand
Nongyao Nawarat Faculty of Education, Chiang Mai University, Thailand

DOI:

https://doi.org/10.57260/csdj.2024.265984

Keywords:

Gender issue, English classroom, Teacher’s perspective, Secondary public school, English subject

Abstract

This research aimed to study gender issue in English classrooms through teachers’ perspective and the classroom activities in a secondary public school in Chiang Rai. The data was collected from classroom observation and interviewing 6 key informants by in – depth and semi – structured interview. The result of the research was presented into 2 main points. First, teachers’ perspectives towards gender issue were related to their personal background including class, age, education, teaching experience, and gender. Those perspectives are 1) patriarchy and conservative 2) gender neutral 3) challenging towards gender issue. Second, the reproduction of patriarchy from teachers’ attitude or the reconstruction of gender issue could be occurred in classrooms. The context and phenomenon including the growth of freedom, rights, equality, and equity have been affecting and challenging the English classrooms in term of gender issue.

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