Document Type

Article

Date of Original Version

7-29-2026

Abstract

In an era where classrooms are increasingly influenced by media and socio-cultural dynamics, teacher education must evolve to incorporate critical dimensions like gender sensitization and media literacy. This study explores the role of media pedagogy in developing gender awareness among pre-service teachers in India. The study focuses on conceptualization of media pedagogy, intersectionality and teacher education classrooms and adopts an interdisciplinary approach for media and gender. A module was developed and then implemented with 30 preservice teachers, followed by focus group discussions and semi-structured interviews with 10 teacher educators. The research study is guided by Methodology for Interdisciplinary Research (MIR) Framework. The responses of the participants are analysed thematically. Findings revealed that participants initially held binary and stereotypical understandings of gender, often equating it with sex. Post-intervention, participants demonstrated enhanced critical awareness of gender as a socio-cultural construct, the workings of patriarchy, and the role of media in reinforcing or challenging gender norms. The study underscores the need to embed mediacritical gender education within teacher training programs to nurture reflective, socially conscious educators capable of fostering inclusive learning spaces. Keywords: Media pedagogy, teacher education, interdisciplinary framework, media literacy, intersectionality, gender sensitization.

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