Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24523
Title: 
Authors: 
Keywords: 
Gender roles
Equality
Poplar drama series
Critical literacy
Pedagogies
Issue Date: 
2022
Citation: 
Ng, C. H., & Cheung, Y. L. (2022). Gender roles and equality through popular Asian drama series: Critical interpretations and pedagogical implications. Journal of Pedagogy, 13(1), 31-47. https://doi.org/10.2478/jped-2022-0002
Journal: 
Journal of Pedagogy
Abstract: 
The paper draws on two drama series in Asia and demonstrates that stu-dying issues related to gender roles and equality through popular historical Asian drama series is both challenging and fruitful. The present study not only illustrates the complexity involved in studying gender roles and gender equality, but also su-ggests several teaching pedagogies. Looking at gender roles and equality from a his-torical perspective and employing a comparative analysis of the past and present can help students assess whether gender roles and equality have remained the same or evolved in the Asian context. Critical literacy enables the broadening of perspectives when taking into consideration the gender roles adopted by the various characters to survive in the complex world. Critical literacy, pedagogies of affect as well as pe-dagogies of invitation and transformation can be utilized to examine how performing assigned gender roles can result in favouritism, which may in turn lead to atrocities. The implications of the study may be applicable to contexts outside Asia.
Description: 
The open access publication is available at: https://doi.org/10.2478/jped-2022-0002
URI: 
ISSN: 
1338-1563
DOI: 
File Permission: 
None
File Availability: 
No file
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