Previous studies in the Philippines have revealed that the implementation of gender mainstreaming in education has remained vague in . Also, there is a lacuna in the literature about informed accounts of teachers, particularly English language teachers, in their attempts to mainstream gender-and-development (GAD) education in Philippine schools. Through a qualitative survey among 124 Filipino senior high school teachers of English and follow-up focus group discussions, this paper explores English language teachers’ perceptions of the advantages, ways of, and challenges to incorporating gender dimensions in ELT. Findings indicate that teachers are ready to integrate a gender perspective into their teaching; however, concrete frameworks, curriculum materials, teacher education, and institutional support are crucial given the sensitive, ethical concerns that consideration of gender may generate among educators, students, and the wider community. Implications from this investigation could trigger similar accounts and experiences in teaching-learning contexts where the gender perspective may be integrated.
– https://doi.org/10.1080/14681366.2021.1966080 [Pedagogy, Culture and Society is indexed in Scopus (Q1, Cultural Studies) and in Clarivate Analytics’ Emerging Sources Citation Index]; by Research Associate Dr. Veronico Tarrayo
