Abstract

The quality of education has become an issue of paramount importance and quality education cannot be achieved without addressing the gender dimension. Gender is an essential part of our modern vocabulary and refers to socially determined roles and relations between males and females. It continues to be an influential component within education and the article argues for the need to consider the gender dimension in discussion of inclusion. Gender inclusion in education requires responding to the diversity of needs among all learners, through changes in content, approaches, structures, and strategies. Hence, through this paper an attempt has been made to highlight the gendered and inclusive practices of a teacher. It begins by explaining gender inclusion in classrooms by considering the various issues in the teaching-learning process such as pedagogy, lesson planning, teaching and learning materials, language use in the classroom, set up and classroom interaction. Finally, the paper discusses the key issue of the role of school management in making school and classroom environment inclusive. In order to facilitate the success of inclusion as an approach and philosophy, it is important that all school members as well as their teachers develop the skills to understand one another, and to communicate and work together effectively.