FEMINISM

This study investigated the impact of the language of feminism on the teaching and
learning of English Language in senior secondary schools in Oredo Local Government Area of Edo State, Nigeria. The study was prompted by concerns about gender bias in English Language textbooks, classroom discourse, and teaching practices, despite growing attention to gender equality in education. A descriptive survey research design was adopted for the study. The population comprised senior secondary school students and English Language teachers in selected public secondary schools within Oredo Local Government Area. Using a stratified random sampling technique, five (5) public secondary schools were selected for the study, namely Ihogbe College (19 students), Oba Akenzua Secondary School (10 students), Emotan College (10 students), Edokpolor Grammar School (2 students), and Idia College (9 students). A total of sixty (60) respondents participated in the study, consisting of fifty (50) senior secondary school students and ten (10) English Language teachers. Data were collected using structured questionnaires designed on a four-point Likert scale. The instruments were validated by experts and their reliability was established using the test–retest method. Data collected were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. The findings revealed that English Language textbooks still contain moderate gender bias, with male characters more frequently portrayed in active and leadership roles, while female characters are often depicted in passive or domestic roles. However, the study found that English Language teachers make conscious efforts to employ gender- sensitive teaching strategies and inclusive language during classroom instruction. The results further showed that the integration of feminist perspectives enhances classroom participation, promotes fairness, and improves students’ understanding of gender equality and critical awareness of language use. The study concluded that the language of feminism has a positive impact on the teaching and learning of English Language in senior secondary schools. It therefore recommended the revision of English Language textbooks and continuous training ofteachers on gender-sensitive pedagogy to promote inclusive and equitable English Language education.

This study investigated the impact of the language of feminism on the teaching and learning of English Language in senior secondary schools in Oredo Local Government Area of Edo State, Nigeria. The study was prompted by concerns about gender bias in English Language textbooks, classroom discourse, and teaching practices, despite growing attention to gender equality in education. A descriptive survey research design was adopted for the study. The population comprised senior secondary school students and English Language teachers in selected public secondary schools within Oredo Local Government Area. Using a stratified random sampling technique, five (5) public secondary schools were selected for the study, namely Ihogbe College (19 students), Oba Akenzua Secondary School (10 students), Emotan College (10 students), Edokpolor Grammar School (2 students), and Idia College (9 students). A total of sixty (60) respondents participated in the study, consisting of fifty (50) senior secondary school students and ten (10) English Language teachers. Data were collected using structured questionnaires designed on a four-point Likert scale. The instruments were validated by experts and their reliability was established using the test–retest method. Data collected were analyzed using descriptive statistics such as frequency counts, percentages, and mean scores. The findings revealed that English Language textbooks still contain moderate gender bias, with male characters more frequently portrayed in active and leadership roles, while female characters are often depicted in passive or domestic roles. However, the study found that English Language teachers make conscious efforts to employ gender- sensitive teaching strategies and inclusive language during classroom instruction. The results further showed that the integration of feminist perspectives enhances classroom participation, promotes fairness, and improves students’ understanding of gender equality and critical awareness of language use. The study concluded that the language of feminism has a positive impact on the teaching and learning of English Language in senior secondary schools. It therefore recommended the revision of English Language textbooks and continuous training of teachers on gender-sensitive pedagogy to promote inclusive and equitable English Language education. i

Feminism is a large area of political movements, ideologies and social movements that share a common goal to define; establish and achieve political, economic, personal and social equality of sexes. The main aim of feminism is to seek women’s equality of sexes. It is to seek women’s equality and justice in every sphere of life and create opportunities for women to have the same access to the resources that are otherwise freely available to men. The main aim of this work is to outline some basic assumptions and tenants of feminism and trace in the theoretical origin. Feminism is indeed a serious attempt to analyze, comprehend and clarify because psychological and cultural constructs of feminism. It is a movement for women struggling for gender equality in every sector, such as education, politics and many others. Feminists aim for women’s liberation in making various decisions for them such as expressing both characteristics of masculine and feminism confidently. In general feminism can be seen as a movement to put an end to sexism, sexist exploitation and oppression and to achieve full gender equality in law and in practice