Gender-free education in Japan: Postmodern feminist approaches to knowledge construction in classrooms
This research examines how an ongoing educational challenge in Japan for removing gender inequality from the hidden curriculum, called “gender-free education”, has brought confusion to Japanese societies and the learning environments. Although female teachers’ are struggling for creating gender equalities in the classrooms through gender-frecurriculum, their practices have supported producing male normalized context, since gender equality in the classrooms is still represented as the sameness and fairness of boys and girls. This study illustrates that gender-only and gender binary conceptions of equality achievement are easily recuperated into dualistic hierarchical discourse, and consistently conceal how the self and others are positioned multiply privileged and oppressed. Creating gender-sensitive perspectives based on experimental curriculum, which requires questioning our positionalities and internalized gender biases is considered.