Gender Justice In Teacher Education: A Critical Examination Of Equity Integration Within Pedagogical Paradigms And Institutional Management Structures

Abstract

Gender justice in teacher education is foundational to fostering inclusive, equitable, and socially responsive learning environments. Despite growing awareness around gender equity in broader educational discourse, its practical integration into teacher training remains inconsistent and underdeveloped. Pedagogical paradigms often reflect dominant ideologies that marginalize gender-diverse perspectives, while institutional management structures may reinforce patriarchal norms through hierarchical governance and limited representation of women and gender minorities in leadership. A critical examination of how gender equity is addressed reveals that most teacher education programs engage with gender issues in a tokenistic or compliance-based manner rather than embedding them within the core educational philosophy. Curricular frameworks frequently lack intersectional depth, failing to address how gender intersects with race, class, ability, and sexuality. Pedagogical practices may reproduce stereotypes rather than challenge them, especially in the absence of gender-sensitive training for teacher educators. Institutional management also plays a crucial role in sustaining or transforming the gender dynamics within teacher education. Decision-making spaces often lack inclusivity, and policies may not adequately support gender-affirming practices or challenge discriminatory norms. Leadership development opportunities for underrepresented gender identities remain limited, undermining the institutional commitment to justice and equity. Transformative integration of gender justice demands a reimagining of both pedagogy and governance—centered on reflexivity, critical engagement, and participatory leadership. Gender must be recognized not as a supplemental topic but as a core element that shapes teaching, learning, and institutional culture. Addressing this requires systemic changes in curriculum design, professional development, and leadership pathways to dismantle entrenched inequities and cultivate truly equitable teacher education environments.