ABSTRACT
Schools impart social values to the younger generation. Thus, it is important that any evaluation of an educational agenda should include considerations of its explicit and implicit ethical underpinnings as an integral part of pedagogical professionality. This agenda is addressed in this chapter which sees the current levels of gender inequality as an ethical issue and proposes that improvements in gender inequality might be more easily addressed if researchers and educators consider gender and pedagogy through the lens of the body-phenomenological approach, an approach which aligns in some ways with recent developments in material feminism. The educational perspective adopted is that of pedagogical anthropology. This perspective has distanced itself from any claim to universality and contests the dominant values that have become contemporaneously associated with researching and evaluating pedagogy in education. Instead, Pedagogical Anthropology focuses on knowledge as contextualized and dependent on perspectives and methods, and as a process through which one’s own understandings get related to those of others.
