The proposed paper explores how the intersecting relationship of teaching and gender is being shaped in the context of online/ distance/ blended schooling in the context of the COVID-19 pandemic in Kazakhstan by foregrounding teachers’ voices and experiences.
Kazakhstan closed all schools on 12th March 2020 (https://liter.kz/s-16-marta-dlya-shkolnikov-kazahstana-ob/), one week earlier than the scheduled spring vacation. Since 6th April 2020, 3.3 million school children in Kazakhstan were receiving lessons online or via distance mode, ending the school year in June 2020 with school doors still being closed (https://liter.kz/tugzhanov-2/). Since January 2021, most school children are receiving instruction via a blended mode.
With no preparation, teachers were tasked with continuing the learning process of their students via distance learning. In Kazakhstan, teachers have been advised to use free programmes such as MS Classrooms, Google Classrooms, "Coursera” and ZOOM and encouraged to enact pre-recorded video classes, online classes and other online means of communication (https://www.gov.kz/memleket/entities/edu/press/news/details/informaciya-dlya-shkolnikov-studentov-pedagogov-i-roditeley-v-period-pandemii?lang=kk). This assumes that the teacher has both technology and internet access at home and the skills to support their students using a whole different medium to meet the learning goals and objectives of the subject matter they teach. Helmer et al. (2018), in a study of teachers’ technology use in Northern Australia, found even those teachers who grew up with computers had only basic levels of technology such as word-processing skills or sending email and text messages. Female teachers with children have to simultaneously educate their own children and teach the nation’s children, whilst also fulfilling their other domestic responsibilities. Hargreaves (2020) highlights the importance of protecting teachers' well-being when they are working tirelessly as their heroic efforts are not publicly very visible and they might receive criticism for what they are actually doing.
While teaching has been made complex by the pandemic and the impact of this complexity on teachers is expected to be gendered, the links of gender to teaching are historical and can be traced to the Enlightenment thought in Western societies (Dillabough 1999). Because of (neo)colonialism and (neo)imperialism the conception and practices of ‘modern’ schooling in the non-Western world still strongly bear the hallmark of Western modernity (Durrani and Nawani 2020; Rizvi 2014). Specifically, Kazakhstan, the contextual focus of this study, has been perusing the “modernization” of its education system post-independence, borrowing a range of western concepts which are to be implemented by its teaching workforce which is feminised, like most advanced economies (Fimyar 2015). Moving to the links between gender and modernity, the “rational, competent teacher” in Western thought “privileges masculine ‘gender codes’ in shaping ideas about the modern teacher and their practices” which portray teaching as de-gendered, disembodied and de-contextualised (Dillabough 1999, p. 387). Such a conceptualisation of teacher identity ignores the historical constraints imposed upon women teachers and their capacity to be ‘rational’ agents within the profession (Blackmore, 1996) and overlooks the fact that “the very structure of teaching has been shaped by biologically determined gender dualisms which have led to the coding of women as ‘feminine’ and, hence, the representation of ‘women teachers as mothers’ (Dillabough 1999, page 380).
It is interesting to explore how the intersection between gender and teaching might be shifting in the context of online/ distance and blended schooling in Kazakhstan.
The specific questions that the paper explores include:
- What are teachers’ experiences of distance/online learning, particularly regarding curriculum coverage, pedagogy and forms of assessment?
- How are teachers’ experiences differentiated across gender and family status, grades and subjects, school types, rural vs urban location?