REDEFINING GENDER IN EARLY
CHILDHOOD: INCLUSIVE PRACTICES
FOR PRE-K EDUCATION
REDEFINIENDO EL GÉNERO EN LA PRIMERA
INFANCIA: PRÁCTICAS INCLUSIVAS PARA LA
EDUCACIÓN PREESCOLAR
Elvia Jimena Alviar Rueda
Universidad de los Andes, Colombia
Daniel Hernando Rojas Rodríguez
Universidad El Bosque, Colombia
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DOI: https://doi.org/10.37811/cl_rcm.v9i1.16061
Redefining Gender in Early Childhood: Inclusive Practices for
Pre-K Education
Elvia Jimena Alviar Rueda1
ej.alviar@uniandes.edu.co
https://orcid.org/0009-0002-9073-7243
Universidad de los Andes
Colombia
Daniel Hernando Rojas Rodríguez
dhrojas@unbosque.edu.co
https://orcid.org/0000-0002-3661-0287
Universidad El Bosque
Colombia
ABSTRACT
This study focuses on integrating gender inclusivity into Kindergarten 2 English as a Foreign Language
(EFL) classrooms in Bogotá, Colombia. It explores how societal norms influence young children’s
attitudes, behaviors, and identities, highlighting how education can challenge stereotypes and promote
fairness. Using Action Research, two cycles of activities were implemented to help students reflect on
and question traditional gender roles, fostering a more inclusive environment. The findings show that
including gender awareness in language lessons boosts empathy, critical thinking, and acceptance of
diversity, transforming the classroom into a space where all identities are valued. This work emphasizes
the importance of teachers as role models for inclusion and social justice. Ultimately, it shows that
teaching English can go beyond language skills to address important social issues, helping students
develop broader, more equitable perspectives from a young age.
Keywords: classroom equity, early education, english as a foreign language (EFL), gender inclusion,
social change
1
Autor Principal
Autor correspondencia: ej.alviar@uniandes.edu.co
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Redefiniendo el Género en la Primera Infancia: Prácticas Inclusivas para
la Educación Preescolar
RESUMEN
Este estudio se centra en la integración de la inclusión de género en aulas de inglés como lengua
extranjera (EFL) para estudiantes de transición en Bogotá, Colombia. Explora cómo las normas sociales
influyen en las actitudes, comportamientos e identidades de los niños y niñas, destacando cómo la
educación puede desafiar estereotipos y promover la equidad. A través de la Investigación Acción, se
implementaron dos ciclos de actividades diseñadas para ayudar a los estudiantes a reflexionar sobre los
roles de género tradicionales y cuestionarlos, creando un ambiente más inclusivo. Los hallazgos
muestran que incluir la conciencia de género en las lecciones de idiomas fomenta la empatía, el
pensamiento crítico y la aceptación de la diversidad, transformando el aula en un espacio donde todas
las identidades son valoradas. Este trabajo resalta el papel crucial de los docentes como modelos de
inclusión y justicia social, mostrando que la enseñanza del inglés puede ir más allá de las habilidades
lingüísticas para abordar temas sociales importantes, ayudando a los estudiantes a desarrollar
perspectivas más amplias y equitativas desde una edad temprana.
Palabras clave: cambio social, educación temprana, equidad en el aula, inclusión de género, EFL
Artículo recibido 05 diciembre 2024
Aceptado para publicación: 25 enero 2025
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INTRODUCTION
Aligned with UNESCO's 2030 Agenda for Sustainable Development, which emphasizes inclusive
education (UNESCO, 2018), Colombian educators play a key role in promoting human rights and
sustainability. The Currículo Sugerido for English by the Ministerio de Educación Nacional (MEN,
2016) highlights the need for English Language Teaching (ELT) frameworks that meet societal demands
while ensuring inclusivity across diverse contexts. This study aims to create ELT spaces where students
can explore gender as a dynamic social concept during foreign language learning. However, efforts to
promote diversity and inclusion in Colombia often face resistance due to strong religious and traditional
norms. To address this, a critical approach helps ELT teachers recognize how gender and class shape
language learning, fostering empathy, equity, and inclusivity (Given, 2009; Mojica, 2017; Mojica &
Castañeda-Peña, 2017).
In Colombia, ELT is often seen as a path to career success, focusing on English's practical benefits
(Usma-Wilches, 2009). However, critical approaches aim to use ELT to develop empathetic, reflective
citizens who can challenge societal norms, including gender issues. Building on research by Castañeda-
Peña (2008) and Mojica (2017), which highlight gender as a socially constructed phenomenon, this
study incorporates gender awareness into early education. Conducted in a bilingual kindergarten in
Bogotá, it focuses on fostering inclusivity, challenging stereotypes, and encouraging young learners to
explore diverse identities while enhancing both their language abilities and social development.
This research challenges traditional gender norms, showing how language education can promote
empathy, collaboration, and inclusivity in ELT classrooms to build a fairer society. It highlights the
teacher's role in questioning restrictive norms and practicing critical self-reflection. As Castañeda-Peña
(2008) and Mojica (2017) point out, English teachers must go beyond teaching language to address how
hidden biases in the curriculum can reinforce inequality. Using a socio-critical approach, this study aims
to rethink gender norms in the English as a Foreign Language (EFL) classroom and support acceptance
of diverse identities and behaviors. This leads to the central research question:
▪ How are the K2 students’ and teacher’s attitudes and behaviors transformed in order to understand,
express and accept different gender identities within the English classroom inside a private school
in Bogotá?
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Accordingly, the objectives are presented as follows:
▪ Describe how we currently understand the different expressions of gender identities.
▪ Comprehend how we reconfigure oppressive behaviors and perceptions towards those
conventionally perceived as “different.”
THEORETICAL FRAMEWORK
Understanding Gender Identity of Boys and Girls and its Relation to Educational Practices
Gender has been viewed as binary, grounded in the belief that "masculine" and "feminine" traits are
natural, fixed qualities linked to male and female bodies. However, such a conception has grown to
recognize gender as a complex social construct influenced by cultural, historical, and environmental
factors (Butler, 1998). In addition, elements like social interactions, individual perspectives, life
experiences, and personal choices all play a role in shaping gender identity, showing it to be a fluid
concept rather than a simple biological fact (Connell & Pearse, 2015; Thorne, 1993; De Beauvoir, 2010).
Furthering this point, Butler (2004) asserted that gender is continuously enacted and reinforced within
social settings, making it a learned performance rather than an inherent trait. Thus, gender is not a fixed
identity but an evolving one shaped by complex cultural and historical dynamics. In this way, there is
an interplay of power dynamics in gender identity formation, making it essential to examine traditional
gender roles in the identity development of boys and girls to promote equity within educational
practices.
First, the process of socialization strongly shapes how boys and girls develop their gender identities.
Often, traditional gender stereotypes are reinforced within early education. From an early age, children
internalize societal expectations regarding masculinity and femininity, influenced by parents,
caregivers, and educators. This influence manifests in distinct roles assigned to boys and girls; as
described by Thorne (1993), girls are often labeled as delicate and emotional, while boys are encouraged
to be strong, assertive, and independent. Such distinctions create traditional gender codes that may
hinder emotional expression and assign acceptable social roles for children based on gender. For
instance, Ruiz-Navarro (2019) indicates that from the earliest stages, boys and girls are socialized with
stereotype-based behaviors, such as associating girls with princess-like gentleness and boys with
warrior-like strength.
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This early stereotyping shapes behaviors, preferences, and identities which are carried into adulthood,
perpetuating established gender roles that restrict freedom of expression and individual development.
Educational settings are critical in reinforcing or challenging traditional gender norms. Santrock (2014)
notes that societal expectations of "successful masculinity" discourage boys from showing vulnerability,
impacting their mental and emotional health. In schools, boys are often guided away from anything seen
as feminine, leading to emotional suppression and rigid masculinity, while girls are encouraged to focus
on nurturing and communication. These norms, internalized early, shape behaviors throughout life.
Butler (2004) highlights how language and social practices reinforce these stereotypes, marginalizing
those who do not fit traditional roles. Schools mirror this dynamic, influencing children’s interactions
and self-perception. Revisiting these practices is essential so educators can create supportive spaces that
promote emotional growth and help students question and redefine restrictive gender roles.
Given these points, education should promote a more inclusive understanding of gender identity. In this
case, promoting inclusivity within school context helps counter the limitations imposed by stereotyped
roles, encouraging children to explore diverse identities without judgment. Additionally, recognizing
gender diversity through language and representation enables society to accept and include
nontraditional gender expressions (Butler 2004; Connell & Pearse, 2015; Stone & Farrar, 2020). In
doing so, schools can promote gender-neutral environments where students can express a range of
emotional and social behaviors beyond binary gender norms. This approach helps children who feel
limited by traditional roles and encourages empathy and understanding among all students, building a
learning environment that values diversity, equality, and the freedom to explore gender in an authentic
way. Hence, promoting these values helps schools support children’s gender identities and overall
growth as empathetic and self-aware individuals
Gender Dynamics in EFL within the Framework of Critical Pedagogy
In current educational contexts, classrooms serve as dynamic spaces where ideologies are shared,
identities are formed, and social interactions are guided. This complexity becomes particularly relevant
when examining EFL, as language learning is not just a cognitive process but also a socio-ideological
one. Gender, as a component of identity, interacts with language acquisition in ways that affect access
to and engagement in learning opportunities. Within this framework, CP, an educational approach that
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promotes equity and challenges oppression, provides educators with tools to address these dynamics,
fostering classrooms that support identity expression and social justice. Accordingly, exploring the role
of gender in EFL through the lens of CP, educators are better equipped to understand the barriers and
opportunities that shape students’ learning experiences, enabling them to cultivate more equitable and
supportive classroom spaces.
The relationship between gender and EFL highlights how identity is shaped within specific social
contexts, including the classroom. Identity in language learning is flexible and shaped by interactions
with others. Norton (2000) explains that identity impacts access to important interactions in L2 learning,
often influenced by social power dynamics. This is also shaped by, socialization, the learning experience
and identity markers such as gender, race, and class, which, in turn, impact learners' self-perception in
the language acquisition process (Pavlenko, 2001; Castañeda-Peña, 2008). Understanding the
classroom as a space that reflects and reinforces these societal constructs, it emphasizes the importance
of viewing gender as a core factor in the language acquisition process. Consequently, recognizing the
classroom as an environment that reflects and reinforces these societal constructs, educators are enabled
to see gender not as a peripheral issue but as a central aspect of language acquisition.
Critical Pedagogy (CP) guides educators in addressing social issues, promoting equity, and challenging
oppression. It encourages viewing schools as spaces where students shape and express their identities,
turning education into a collaborative tool for social change rather than just passing on knowledge.
(Sexton, 2008; Carreño, 2009; Rojas-Rodriguez & Rodriguez, 2024). Also, Schiro (2013) describes CP
as a tool for social reconstruction, arguing that education can facilitate critical examination of societal
structures that perpetuate inequalities. Giroux (1990) echoes this view, emphasizing that schools are
spaces where cultural norms, including gender dynamics, are reinforced or contested. Ultimately, Brady
(1995) introduces the concept of critical literacy within CP, advocating for pedagogical practices that
help students understand how power and identity are constructed in language. In essence, this critical
literacy enables students to critically examine their own and others' identities, fostering inclusive
classroom dynamics that reflect diverse perspectives.
CP views students as active participants in learning, empowering them to question and reshape societal
norms. While traditional teaching often reinforces gender stereotypes, CP encourages reflective
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practices that help students critically reevaluate these constructs (Millan & Estrada, 2004; Schiro, 2013).
By bringing their diverse backgrounds into the classroom, students contribute to a shared understanding
of language, gender, and identity. CP creates spaces where students can challenge societal expectations,
promoting inclusivity, respect for diversity, critical thinking, and empathy, while deepening their
understanding of themselves and others. Together with the former, for teachers, the implications of CP
extend beyond content delivery to the cultivation of inclusive and socially aware classrooms. Freire
(2012) contends that educators should embrace their roles as transformative intellectuals, using
education as a platform for fostering critical thinking and social awareness. This approach shifts the
focus from economic or instrumental purposes to a vision of education that equips students with the
tools to question and reshape societal structures. Brady (1995) emphasizes that literacy processes can
support critical thinking by allowing students to reflect on the identities and power dynamics that shape
their educational experiences. In fostering such literacy, educators can create environments where
students learn to navigate complex social identities, including gender, and actively contribute to a more
equitable society. As can be seen, implementing CP principles, teachers provide students with
opportunities to reflect on their own identities, challenge conventional perspectives, and envision
inclusive futures.
METHOD
This research, focused on understanding and addressing issues of gender and discrimination, used
Action Research (AR) to link education with social change through analysis, reflection, and
transformative actions (Kemmis et al., 2014). AR’s cyclical process involves four main steps: Plan, Act,
Observe, and Reflect (Burns, 2015). In the Planning stage, systematic observations and recordings were
conducted in a Kindergarten 2 English classroom at an elite, private, bilingual Catholic school in
Bogotá, including 20 participants to identify discriminatory behaviors toward minorities and examine
teaching practices related to gender stereotypes.
Hence, the following graph (Figure 1) was proposed to guide the action research, incorporating the
concepts and steps fundamental to this research project.
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Figure 1. Research plan organization
Note. Figure taken from Alviar (2020).
The first cycle was carried out over five weeks from October 22 to November 26, 2019, following five
stages across two weekly 40-minute classes. This phase began with a reflection focused on gender
awareness, examining stereotypes related to children’s clothing and toys. In the Planning stage (1), a
didactic unit titled “We’re all different, and that is OK” was developed, featuring ten structured
activities. The Action stage (2) implemented this plan, collecting data on gender practices and fostering
reflection. Observation (3) included systematic records and discussions, revealing shifts in perspectives
on gender norms. Finally, the concluding Reflection (4) assessed classroom changes, providing insights
for creating a more equitable learning environment.
The second cycle ran from December 13, 2019, to March 13, 2020, with one or two 40-minute classes
per week, In the Reflection stage (1), data from the first cycle revealed ongoing gender stereotypes,
prompting further reflection on creating an inclusive environment for diverse gender expressions.
Planning (2) involved creating the second unit, “We Are All Superheroes,” with ten structured activities
aimed at addressing these stereotypes. The Action stage (3) engaged students in activities that
encouraged them to challenge gender-based assumptions and reduce discriminatory behaviors.
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Finally, in the Observation stage (4) all the data previously gathered namely; field diaries, interviews,
and class artifacts were used to record diverse perspectives, personal experiences, and tangible
evidence, enriching the analysis of gender and the changes in attitudes, accompanied by ongoing
reflection on personal and societal biases affecting minorities (Buriro et al., 2017; Bagherpour et al.,
2017; Merriam & Tisdell 2015).
Data analysis
This research analyzed how K2 students and their teacher shifted attitudes and behaviors to understand,
express, and accept diverse gender identities in an EFL context. Based on Grounded Theory, the analysis
followed three stages: initial coding to identify key segments, focused coding to refine categories, and
axial coding to connect them. Data from interviews, observations, a field journal, and classroom
artifacts were triangulated for depth and quality. A multimodal approach examined textual and visual
elements, including representational, interactive, and compositional aspects, to explore how meaning
was conveyed (Flick, 2008; Guijarro & Pinar-Sanz, 2008; Kress & Van Leeuwen, 2006; Merriam &
Tisdell 2015).
In the initial analysis stage, data excerpts were segmented and assigned two or three basic codes
representing key topics, such as "gender stereotypes," "socialization process," and "doing gender."
Critical reflection guided this process through reflective questioning, helping to interpret and categorize
events and behaviors clearly. The table below outlines the guiding questions used.
Table 1. Guiding questions for coding
Questions
How do I interpret key words from the data in light of the theory?
How did this process develop?
What did the participant think, feel, and state while being involved in this process?
What might our observed behavior indicate?
Note. Self-elaboration
In the second stage of focused coding, conceptual and refined codes were developed by synthesizing
the most significant and frequent initial codes into broader categories through a color-coding process
(Charmaz, 2006).
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The term "HOW" emerged as a key focal point, enabling the analysis to trace and describe the ways
attitudes and behaviors related to gender were conceived, deconstructed, and transformed.
Table 2. Focalized Codes
Codes
How we discriminate
How our gender identities have been built throughout our life trajectories.
How we see others based on gender stereotypes
How non-stereotyped behaviors are performed
How we deconstructed our gender stereotypes
How we started performing empathetic behaviors
Note. Self-elaboration
At the final stage of analysis, the 'How' categories were reviewed and organized into two main macro-
categorical themes: (1) Acknowledging the sociocultural background concerning gender (2)
Transformative actions towards equitable English learning scenarios Each macro-category directly
corresponded to one of the two cycles of the action research process, reflecting its progression from
reflection to action.
FINDINGS AND DISCUSSION
We shape our gender identity through socialization, often reinforcing discrimination against non-
conforming gender expressions. In the EFL classroom, it's crucial to promote inclusivity and equity.
This analysis highlights two key ways the classroom can serve as both a space where gender roles
influence dynamics and relationships and as a transformative setting for challenging and redefining
restrictive norms, ensuring equitable education for all.
Acknowledging the sociocultural background concerning gender
Gender norms often assign softness and delicacy to girls and strength and boldness to boys, shaping
their choices of toys, activities, and colors (Thorne, 1993). Boys are often encouraged to play with toy
cars and superheroes, while girls are steered toward dolls and kitchen sets. These patterns reinforce
binary gender roles and marginalize those who deviate. In classrooms, such dynamics appear in
children’s preferences and interactions, reflecting how early socialization can either perpetuate or
challenge stereotypes. This discussion explores ways to promote inclusivity, reflect on societal norms,
and create a more equitable educational experience.
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Traditional gender ideas often limit acceptance of diverse behaviors from an early age. In the classroom,
most children chose items or colors tied to their gender, like soft tones for girls and bold tones for boys.
Some, however, preferred non-stereotypical options, leading to three main responses: acceptance from
most girls, rejection from most boys, and indifference from some others. The following excerpts
illustrate these attitudes in the classroom.
Table 3. Excerpt 1: Gender and color preferences
Date 11-09-19
As I walked around the classroom, I could observe how the majority of girls were coloring the pictures
with the same palette of colors: pink, purple, yellow, light blue; and boys used colors such as: red,
green, blue, black, and even draw themselves as superheroes. At the end, 99% of girls filled the gaps
saying pink and purple were their favorite colors; and boys’ answers varied among red, blue and green,
except in two cases: Esteban and Andrés, who stated their favorite colors were pink and purple.
Note. Field notes 160
Table 4. Excerpt 2: Challenging Gender Stereotypes
Date 27-08-19
At the moment of taking the painting out of the closet, a pink can of paint came out and I told them
we would use that one (it was a coincidence, but I thought it was a good chance to observe what their
reactions were towards using color pink). Three boys yelled they didn’t want that color, and before I
said anything Esteban -the one who likes unicorns- screamed out loud: “Colors don’t have gender’’
Boys reacted saying those were colors for girls, but Esteban yelled one more time that “colors don’t
have gender
03-10-19
When we were reading Luis walked by and told Esteban that he had a book for girls with a
disapproving look…
Note. Field notes 65 and 268
While observing how most boys in the class rejected peers with unconventional gender-related
preferences, I also witnessed a striking response from one student who actively challenged these
discriminatory attitudes. Whenever criticized for associating himself with pink or purple, he confidently
argued in front of the entire class that "colors do not have gender." This moment became a fundamental
aspect of the intervention, highlighting how deeply gender performativity is shaped by early
socialization (Ruiz-Navarro, 2019).
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Boys are often taught to like blue and girls to like pink even before they are born, creating a form of
programming that influences their preferences and behaviors (Banegas & Evripidou, 2021; Thorne,
1993). From a young age, boys are steered toward toys and traits tied to strength and violence, while
girls are directed toward softness and traditional roles through activities like playing with dolls or
princesses. However, one student resisted these norms, realizing that colors and objects do not define
gender. This highlights the potential of non-traditional parenting and inclusive teaching to challenge
stereotypes, encourage self-expression, and foster empathy and emotional intelligence. Gender roles,
ingrained early on, enforce behavioral norms that marginalize those who don’t conform, perpetuating
societal inequalities.
Transformative actions towards equitable English learning scenarios
Teachers are key in creating equitable learning environments. Their actions can either reinforce
stereotypes or challenge them, fostering spaces where all students feel valued and respected (Florez,
2008; Krishnan & Pathan, 2013; Norton, 2013). By designing activities that celebrate diversity and
encourage questioning of societal norms, teachers promote critical thinking and empathy. Validating
students’ experiences and encouraging open dialogue further reinforces acceptance and inclusivity
(Giroux, 1990; Goehring & Whittington, 2017; Rojas & Escobar-Alméciga, 2023). The didactic unit in
this research aimed to empower students and showcase English learning as a tool for equity and social
change. The following discussion explores the results of these practices.
This research introduced a didactic unit using literature and language to explore diverse gender
expressions and challenge stereotypes. A key activity, creating superheroes with "superpowers of the
heart," promoted acceptance, empathy, and non-stereotypical traits. Students began normalizing diverse
preferences, creating safer spaces, and forming meaningful connections while rejecting gender norms.
The following excerpts highlight this shift.
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Table 5. Exploring Gender Perceptions
Date 07-02-20
During today's class students were asked to practice some free drawing time. Victoria decided to draw
a boy wearing a dress. Fernanda came closer and asked her why she was making a girl, to what
Victoria replied: No es una niña, es un niño que usa vestido.
Fernanda replied: Oh! Tienes razón, voy a hacer a un niño también con vestido. (Ah, you are right,
I’m drawing a boy wearing a dress)
06-02-20
In the class discussion, students debated strength. Some linked it to boys, while others shared
examples of strong women, concluding that strength can apply to anyone. All of them placed love in
the girls’ circle.
I asked them why they did so, and Victoria explained: “porque los niños no son tan cariñosos como
las niñas” (Because boys aren’t as affectionate as girls) Immediately all girls agreed, and boys
disagreed.
Fernanda said that that was true because some boys were rude to girls, and they started arguing.
Joaquín said he disagreed with Victoria because “Some boys are loving. No solo las mujeres son
cariñosas” (Not only women are affectionate) I reminded them that the goal of the exercise was to
express feelings and understand each other.
Note. a. Field notes 521 and 478
b. Students worked in groups to sort superpowers into categories for boys, girls, and both. Some placed strength with boys
and love with girls, but after adding traits like friendship and care, they started reconsidering their choices.
Figure 2. Non-Stereotyped male superhero 1
Note. Figure taken from Alviar (2020).
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Figure 3. Non-Stereotyped male superhero 1
Note. Figure taken from Alviar (2020).
In one drawing (Figure 2), the superhero’s power is love, portrayed as a short-haired boy wearing a pink
flowered dress, headband, and necklace, radiating happiness. This combination of traditionally feminine
elements with a male figure challenges gender stereotypes and symbolizes openness to diverse identities
(Butler & Lourties, 1998). The oversized head represents emotional strength, while its off-center
placement suggests humility (Guijarro & Sanz, 2008). In another drawing (Figure 3), the superhero’s
power is expressing feelings, depicted as a short-haired boy in a superhero suit with a heart-shaped
cape, a facemask, and an OK hand gesture, emphasizing care and the creation of safe emotional spaces.
This blend of masculine traits with emotional openness demonstrates that boys can express feelings
without compromising their identity, with the superhero’s large figure further highlighting emotional
strength. Together, these drawings defy traditional gender norms, encouraging children to embrace and
express their identities freely.
This aligns with Castañeda-Peña’s (2007) argues that while kids are taught gender roles early on, EFL
learning can help create friendships based on equality for all genders. In this activity, students used class
materials to question gender stereotypes, expand their understanding, and build more inclusive
relationships.
In short, this unit showed how literature and language learning can help students rethink gender norms.
By creating superheroes with unique traits, they challenged stereotypes and embraced acceptance,
empathy, and inclusivity.
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Students moved from linking traits to specific genders to adopting a more open mindset. This approach
shows how education can foster diversity, understanding, and more equal relationships.
CONCLUSIONS
This study looked at how attitudes and behaviors changed in <