Abstract

In the persistent struggle against gender inequality, this research navigates through the historical underpinnings of patriarchal norms and societal transformations to underscore the urgent need for gender-responsive education. Focused on India, where the gender gap remains a daunting challenge, we delve into the transformative potential of teacher training programs. Our study reveals a nuanced shift from mere gender sensitivity to a more comprehensive approach—gender responsibility. Through empirical insights from two consecutive studies in Kolkata, West Bengal, this research evaluates the effectiveness of the teacher training curriculum in instilling gender responsiveness among BEd students. The findings illuminate critical correlations, such as age impacting gender responsiveness and the positive influence of having siblings of the opposite gender. Furthermore, the study highlights the role of teacher training practicum internships in shaping future educators. However, it also unveils notable gaps in the teacher training curriculum from the gender responsive perspective, particularly the absence of discussions around sexuality, urging curriculum enhancements. The teacher trainees themselves provide compelling recommendations, emphasizing exposure to real-life stories, LGBTQ+ and feminist movements, and practical training on gender-responsive pedagogy. This research advocates for a paradigm shift in teacher training, urging comprehensive measures to embed gender responsiveness in every aspect of education.