Section 3 - Educating and Partnering for CEDAW

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In order to secure “a more equal and more just world”, CEDAW needs to be explored and incorporated into academic programmes, De Guzman adds. The framework provides the lenses that highlight various forms of discrimination which persist in, and may be perpetuated through, the educational system. These beliefs, attitudes, knowledge and practices may then be held in check and revised. By integrating CEDAW in the curriculum, UPCWS hopes to address precisely these aspects of the educational system that reinforce discrimination and ultimately, reclaim education as a medium for change. The project With this project, UPCWS sought to develop a pool of CEDAW advocates and trainers in the academic community. “Our strategies and approaches to advocating for and defending women’s equality and rights in society also need to be enhanced,” says De Guzman, who stressed the importance of “re-tooling and re-strategizing” in advancing gender-fair education and a gender-equal society. This endeavor began in the summer of 2006, with a national seminar-workshop on integrating CEDAW in the curriculum. The idea was to bring together and train professors and practitioners from Gender Resource Centers across the archipelago, for them to be able to develop courses that incorporate gender-fair thrusts and integrate CEDAW, intended for ‘pilot-testing’ for the first semester of school year 2006-2007. Echo and validation activities, as well as pre- and posttest evaluation of pilot classes, complemented this main component. In May 2006, UPCWS organized a national seminar-workshop on integrating CEDAW in the curriculum. A total of 29 participants from the regional GRCs as well as representatives from the National Capital Region (NCR) took part. Human rights, legal and academic experts, including lawyers Myrna Feliciano, Carolina Ruiz-Austria, Leo Battad, anthropologist Michael Tan, and educator Zenaida Reyes, gave inputs on the different aspects of the CEDAW framework and curriculum development, spurring discussion around CEDAW in relation to women’s human rights, civil and political rights, economic rights, culture and education. The discussion on CEDAW served as the platform for workshops on curriculum reform and integration, as participants set out to “review and revise” their course outlines and syllabi. The comprehensive CEDAW sessions paved the way for ‘retooling and re-strategizing’, which was then pushed a step further with inputs regarding teaching methods, approaches and tools for beefing up courses, classes and curricula. 120
Reyes, former head of the Center for Peace and Human Rights Education at the Philippine Normal University (PNU), discussed the theme “CEDAW and Education” and shared teaching methods as well as curriculum integration strategies which can be used to infuse CEDAW into different courses. “Curriculum integration,” says Reyes, “aims to unite forms of knowledge and the respective disciplines. It relates and connects knowledge meaningfully to make learning relevant to other areas of learning as well as real life.” As such, curriculum integration weaves together different subjects and courses, with a particular theme, in this case CEDAW, being echoed and reinforced in different classes. At the same time, particular lessons are enhanced, with CEDAW tying up the discussion both regarding the course matter and gender-equality to bring critical points home. Reyes suggested the following steps for using themes (particularly, CEDAW) as the basis for integration, which participants utilized during the workshops. 1. Decide on a theme that will allow all subject members (e.g. Social Sciences, Languages, Humanities, Sciences) to enter the integration process. 2. Identify a major concept to serve as a suitable ‘integrating lens’ for the study. 3. Web the topics for study, by subject or by learning area, around the concept and theme. 4. Brainstorm some of the essential understandings (generalizations) and questions that students are expected to derive from the lesson. 5. List processes (complex performance) and key skills to be emphasized in instruction and activities. 6. For each discipline in the unit, write instructional activities to engage learners with essential questions and processes. 7. Write the culminating performance to show the depth of learning. 8. Design the scoring guide (criteria and standard) to assess the performance task. Participants at a module workshop in integrating CEDAW in the Filipino course Ma. Theresa D. Ujano-Batangan, co-project leader of the UPCWS team to integrate CEDAW in the curriculum 121
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Page 3 and 4: Section 3 Introduction Partnership
Page 5 and 6: Chapter 1 Discovering CEDAW Among t
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Page 9 and 10: The proposed strategies and interve
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Page 17: Why review and revise In each of th
Page 21 and 22: of respondents who agreed that “R
Page 23 and 24: In this respect, there is a recomme
Page 25 and 26: Steps Integration of topics in the
Page 27 and 28: Week Main Text Major Themes/Issues
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Page 33 and 34: however, was not supported by the C
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Page 37 and 38: To have or not to have sex educatio
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