Jineoloji in Education: A New Approach to Gender Equality in Progressive Educational Setting
Chapter 3: Theoretical Framework and Research Methodology
3.0 Introduction
The primary purpose of this chapter is to provide detailed description of the theoretical framework and methods to be used in collecting and analysing data. Precisely, this chapter explains different theories that have been widely used in the gender equality literature and suggest key approaches that these theories would be used in the present research to understand the application of Jineoloji in the educational practice. Furthermore, this chapter outlines, describes and justifies selection of different research methods and methodologies that were used in the present research to facilitate data collection and analysis as well as the ethical approaches that were applied.
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3.1 Theoretical Framework
3.1.1 Feminist Theory
Today’s feminist theory is an effective tool for education study, showing alterations and demanding a much more fair and equal learning room. A study by Thompson (2003) indicated that feminist theory goes beyond defining women only as a biological sex, instead focusing on “gender” as a social evolution (see Figure 1). Norms of Gender, their behaviors, and expectations are reflexive, not original. According to Benschop (2021), feminist theory exhibits the power relations within the educational system, indicating the possibility of institutionalised inequalities being passed on through these mechanisms. Surveys such as that conducted by Gupta et al. (2023) have shown that Patriarchy, a male superiority system, is usually featured in syllabi, teaching aids, and school regulations. With the power of feminist theory, it is possible to analyse and criticise these structures to realise a future where everyone can succeed through Education that is fair for everyone and brings social justice.
Figure 1: Strands of Feminist Theory (Thompson, 2003)
Jineoloji, the Kurdish philosophy translated literally into “Science of Women,” is an excellent candidate for analysis when applied. Like feminist theory, genealogy not only tries to address the traditional gender roles but also the disparities in Education (Arinder, 2020). Likewise, both paradigms not only acknowledge the barriers that traditional women have encountered but also argue to erase any patriarchal systems that exist. What makes Jineoloji strong is that it offers Education in an integrated form. A study conducted by Rukadikar et al. (2022) showed that it is more than a formula of repeat learning and state examinations; it focuses on the gender relationship, the specific cultural environment, and the surrounding community’s empowerment. It agrees with the feminists who are for holistic Education and that it should touch the lives of all students. Jineoloji’s emphasis on promoting critical thinking and discussion draws a parallel with feminist pedagogy of being participative and challenging existing power-imposed order. The practices of Jineoloji are similar to the feminist philosophy. Assume how a school curriculum can be built through collaboration with students, teachers, and parents. Thus, many voices can be heard. This joint path, according to Puiggalí et al. (2023), is based on the feminist principles of cooperative learning techniques, which treat all inputs as equally valuable and part of the learning process. Jineoloji advocates gender-responsive pedagogies, i.e., education techniques that consider learners to have different learning styles and do not reinforce stereotypical gender roles. Instead, she would enable girls to become familiar with scientific and math projects, emotions, and communication, which are usually considered feminine.
Jineoloji, from the feminist point of view, brings new perspectives. Findings from Dimitrova et al. (2020) indicated that it helps us understand the Jineoloji approach to Education, which is generally democratic, where every participant can formulate the kind of learning process they want. It is in line with feminists’ demand to dismantle the hierarchy of power within the schools. However, according to Dahal et al. (2022), when feminist theories are applied to Jineoloji, a few challenges are highlighted as well. A traditional educational structure that is often reluctant to change would challenge a Jineoloji that mainly values radical democratic ideas. Cultural issues may also serve as such obstacles. Other communities might be characterised by deeply anchored gender roles that challenge the main idea of the Jineoloji, that is, gender equality. Moreover, Allen (2022) reported that difficulties are inevitable, but the role of feminist thinking in Education remains undoubtedly transformative. By applying the feminist lens to educational policies, practices, and curricula, move one a toward gender equality. Picture classrooms where textbooks depict famous scientists who were girls and boys. Think of schools that have anti-bullying rules that take into account gender-related assaults. Think about a classroom where each student feels confident in being what they want no matter what their Gender is. It is the vision of the feminist theory in Education and the Jineoloji, which focuses on holistic Education and community empowerment, become a more and more attractive alternative to what is already present.
3.1.2 Critical Pedagogy Theory
Critical pedagogy theory expresses the inspiring revolution of conventional ideas about Education. It clearly announces a student process from social justice, empowerment, and creating positive change towards self. According to Kellner and Kim (2010), the core of this approach has “conscientização,” the term created by Paulo Freire as its foundation (see Figure 2). Conscientização, which means critical consciousness, gives the students a chance to detect power structures, recognise the gaps in the educational systems, and, in turn, mobilise the efforts to demolish them. Findings from Shudak and Avoseh (2015) indicated that critical pedagogy refuses the banking system of schooling, where knowledge is viewed as the bank deposit from a lecturer to a student. Contrary to that, it allows for concrete action called “praxis,” an ongoing process of contemplation and commitment that sharpens students’ social vision and makes them work toward societal betterment (Darling-Hammond et al., 2020). Through critical thinking, teachers can serve as an engine for changing the education model, propose innovative pedagogical techniques that drive learners, and promote social justice in classrooms and society.
Jineoloji, a Kurdish philosophy that explores women’s freedom and knowledge as its cornerstones, is one of the most fascinating cases discussing the possibility of implementing critical pedagogy. Jones (2018) reported that due to gender equality promotion and the relatively non-hierarchical structures of schools, Jineoloji is a perfect complement and companion to the principles of critical pedagogy. Findings from Langley et al. (2018) indicated that collective learning lies at the centre of its teaching method, which entails sharing knowledge. It is a process where the collective constructs knowledge. Such an approach gives power to communities and shapes critical awareness by asking the people to question the positions rather than accept them as they are, which signifies the current robust structure promoting gender inequality. Jineology prioritises interactive learning spaces in which diverse opinions are respected and embraced, fostering critical thinking and communication as corners of openness. Based on Al-Ali and Käser (2020), the whole Jineoloji is an example of the critical pedagogical model advocating for upheaving traditional hierarchies in educational systems, while some of their practices, especially the participatory decision-making processes within schools, reflect this notion. Through critical reflection, the women using Jineoloji become more aware of the power relations and can promote women’s Education and liberation.
Figure 2: The Critical Pedagogy (Kellner and Kim, 2010)
Critical pedagogy appraisal gives you something to reflect on the shift impact that Education makes. By scrutinising Jineoloji from this perspective, it can be noted that education is a mighty instrument that can dismantle the suppressing structure and provide power back to marginalised groups (Baah et al., 2019). The proponents of critical pedagogy address specific problems that occur when yet implementing their approaches within traditional educational settings. From the existing education organizations, Neri et al. (2019) reported that the resistance toward reproducing old educational patterns, which are sometimes deeply rooted in traditional paradigms, obstruct critical pedagogy. Outside of the classroom, systemic inequalities, such as unequal distribution of resources and power relations between teachers and students, could limit the student’s interaction with the Teacher without consulting the university or the parent. All these difficulties notwithstanding, there is a need to help realise critical pedagogy at the level of educational policies to practice and curricula. Results from the study by Witarsa and Muhammad (2023) demonstrated that empowering students to think critically, sustain social justice consciousness, and play an active part can contribute to improving a more just and fair education system. Through this new focus, which involves critical thinking in place of rote memorization, students are provided with the knowledge and skills they need to engage in the world, not as passive observers but as active participants. In this way, social change is made, and society will become more just.
The transitionary element of critical pedagogy into a philosophy that empowers students with critical thinking is only part of it. Critical pedagogy, when successfully used, creates the awareness of the individual among the learners. Young people who become self-aware comprehend that they are not mere recipients of information but actors in their development (Keller, 2018). These feelings bring in a sense of agency within the students, and these students start arguing about the status quo within the school and broader social structures, which are the leading causes of inequality. Yet the objector pedagogy stresses the necessity of dealing with these students’ real world. According to Darling-Hammond et al. (2020), teaching norms of the traditional education system are usually based on more than one model curriculum that shows no respect for the unique environments and experiences of teachers and students. Critical pedagogy stresses the necessity of educators to build a wide-open environment where various forms of experiences and ideas are recognised and respected.
3.1.3 Queer Theory
Conventional education can be said to reflect the culture formed in times of binary norms that usually play a role in Gender and sexuality in society. Nevertheless, Surveys such as that conducted by Little and McGivern (2014) have shown that Queer theory has brought out a new scope that not just exposes these machine-learning biases but also works on making classrooms more encouraging to these differences (see Figure 3). Instead of failing to think and acting in a controlled manner by respecting the categorization, Queer theory introduces a self-transforming perspective in Education by celebrating the fluidity of identity. The research is concerned with the thesis concerning the applicability of this theory, its association with the Kurdish philosophy of Jineoloji, and the possible models of constructing collective places for everyone. A recent study conducted by Pfeffer (2014) showed that Queer theory performs the deconstruction of heteronormativity – norms grounded upon the idea that heterosexuality is a natural and desirable sexual orientation and gender identity. It defines the concept of a constructed and static two-gender system (men and women) and accepts a wide range of gender identities and characteristics (transgender, queer, non-binary). According to Llorens et al. (2021), in Education, this method can examine a curriculum lacking diverse experiences and a teaching/learning system that reinforces traditionally gendered roles. Queer theory challenges stereotypes by initiating the elimination of biased content and educational materials that limit narratives and consider only dominant gender and sexuality standards.
Figure 3: Queer Theory in the LGBT Context (Little and McGivern, 2014)
Jineolojj, which underlines patriarchy elimination, is a very illustrative example when looked at it through the Queer lens. Therefore, according to Ter-Meulen (2016), a type of philosophy that has its source in the Kurdish women’s movement encourages self-determination, communitarianism, and ecological balance. These issues come to life in Queer theory’s examination of hegemonic power mechanisms and the concept that non-standard ways of existence as well as non-traditional forms of knowing, present viable alternatives and provide a democratic awareness of these perspectives as valid and equal to the heteronormative ones that challenge the assumptions about gender norms and family structures. The example of co-education which Jineoloji promotes demonstrates that it fully complies with the fundamental principles of Queer theory. Findings from Islam and Asadullah (2018) illustrated that the Jineoloji movement disrupts traditional Education by abolishing the gender barriers in learning; as a result, students can acquire more knowledge and interact with other people outside the bounded gender stereotypes. It ultimately creates a more inclusive and fertile environment that offers students greater freedom to explore their identities. Also, the consideration of critical thinking in genealogy is similar to the attitude of Queer pedagogy. This method aims to lead students to reconsider the rightness of those ideas and learn more about themselves, as well as to encourage an intellectual environment of exploration and discovery. By discussing the concept of Jineoloji through Queer theory based on the findings of Saggu (2022), it is possible to come up with models which help avoid discrimination in Education. Inequalities within Jineoloji, promoting inclusive curriculum materials that represent everyday LGBTQ+ experiences as well as blocks for comfortable discussion on gender identity, show that this is an example of a transforming approach. The analysis of this topic shows us ways in which Education should be structured to remove people’s prejudices and embrace diversity in all forms.
Implementing the idea of queer-positive educational practices does pose many problems. According to Nicholas (2018), traditional educational systems that have been used for years inherently resist the shaking of binary systems because the fear of only disrupting and overhauling the yearly established structures and curricula is too much. Moreover, the social regard towards LGBTQ+ individuals may result in a hostile environment for both the student and the educator trying to integrate queer theory into their labour. Overcoming these challenges implies that a holistic strategy needs to be followed. Educators’ professional development could face fears about LGBTQ+ identity and prepare educators with modern teaching methods (Simons et al., 2021). Furthermore, enacting school regulations to promote respect and acceptance of diversity is very important. Besides this dilemma, Leung et al. (2022) reported that including Queer views in educational policies, methods, and curriculum is indeed a promising enhancement. This method also ensures that students are given a voice and validates their experiences by providing a platform to express themselves. It is evidence of diversity that doesn’t stop on the binaries by extending the line of representation to the previously sidelined subjects. Overall, it leads to an encouraging learning environment, ensuring that all learners are safe, fairly treated, and courageous enough to achieve the best possible. Queer theory deconstructs and criticises the heteronormativity model while advocating for gender and sexuality fluidity.
3.1.4 Social Constructivism
Social constructivism significantly revolutionised the development of educational theory and intertwined educational practice according to new sociological principles. Research from Berkeley Graduate Division (2019) indicated that it withdraws the old notion about learning that defines it as the transfer of knowledge from the Teacher to the student. In contrast, Piaget’s theory focuses on the role that learners actively generate their knowledge by mediating from their social interactions and making meanings. Some concepts focus on knowledge building and how learners gradually construct understanding based on prior experiences, interaction with others, and socio-cultural context. According to Abdulrahman et al. (2020), the significance of this meaning-making is how people actively apply what they are given to understand and create more profound meaning (see Figure 4). Although ways of learning mention it through language use, this idea is highlighted here as it is the central concept of education methods, that is, through teamwork, dialogue, and different cultural influences that everyone is a part of. Iyamuremye et al. (2022) reported that based on the social constructivist perspective, develop a tool for assessing the imitative education system, which keeps the main focus on memorising and the style of studying where the learner is passive. It also reveals the imbalance of the curriculum and teaching styles predominantly in terms of gender balance, which may oppress some groups other than the main ones. Social constructivism underscores awareness of working together and producing knowledge in a pool where all voices are enlisted and respected. So, social constructivism gives way to a classroom with inclusivity and harmony.
Figure 4: Social Constructivism in the Education Setting (Abdulrahman et al., 2020)
Jineoloji, a knowledge system focused on women’s liberation and social justice, becomes an exciting object through a social constructivist vision. Alavi and Leidner (2019) reported that Jineoloji underlines the importance of communal learning, which suggests that knowledge is not a thing to be possessed or a static entity but rather a process in which knowledge is developed through shared experiences and dialogue. With this in mind, it aligns with the social constructivist view on the construction of knowledge altogether. Furthermore, according to Herrera (2020), Jineoloji stands for the fact concerning the cultural contexts and social interactions should be taken into account in the process of understanding – reminiscent of the social constructivist concept of situated learning, where knowing is derived (not universal) but shaped by individual and cultural experiences. A survey by Könings et al. (2020) indicated that institutionally decided Jineoloji practices, especially by participatory learning methodologies and collaborative inquiries, imitate social constructivist concepts. Through this active participation, learners contribute to and actively cooperate with the educators in the knowledge-co-creation process, using discussions, group projects, and voluntary activities. It helps students learn to evaluate critically and empowers them to question the traditional structure to which they belong socially.
When Jineoloji considers the social constructivist lens in education, it is possible gain essential ideas and understanding. Hicks (2015) reported that by studying how social interaction and teamwork are utilised to achieve time of social justice, you can realise how Gender Equality is promoted. Individual knowledge can be realised by taking a community perspective and challenging the dominant discourse in the education system. While the social constructivist approach seems relatively straightforward, implementation of it has some challenges. A traditional education model usually passes as teaching students by heart and standardised testing (Tulchinsky, 2019). It makes some people reluctant to accept the progressive idea. In the same way, physical barriers like big classes or constrained resources can affect the creation of adequate collaborative spaces. Universally, Der et al. (2020) reported that though the results that social constructivism brings along with it cannot be downgraded, social constructivism offers vast opportunities for change. Integrating its lessons into the policy instructions, teaching practices, and curriculum can further expand the scope of critical thinking, sharing, and inclusive community learning. By applying a learning space in which the learners can socially construct knowledge and show their understanding, stimulate their critical thinking that will help future generations actively undermine social inequalities and build a more just and equitable society.
3.2 Research Methodology
The primary purpose of this research is to investigate the use of Jineoloji and it is prospective as a framework for the promotion of gender equality and advanced educational methods. Therefore, the adopted methodological approach should facilitate identification of relevant data that when analysed lead to the generation of detailed findings about the research problem. Precisely, the present study adopted a systematic literature review methodology with the aim of identifying relevant studies about the adoption of Jineoloji in the education sector.
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3.2.1 Research Philosophy
This study adopts an interpretivism research philosophy, a sociological method based on action or event figured out by the society to lay off its beliefs, norms and values. This philosophy argues that true understanding of social relations is gained from objective grasp of the subjective ideology of individuals (Pervin and Mokhtar, 2022). Interpretivism responds to the dynamic, heterogeneous nature of gender equality in education, as well as Jineoloji philosophy theory, which is rapidly changing through the years. The study uses an interpretivist method which is, recognising and accepting of people’s realities based on subjective experience and feelings as they participate in educational and gender equality programmes (Brown et al., 2020). The interpretivism research design is crucial to the research since it helps in understanding the relationship between culture and identities that can be used to make educational space and Jineoloji principles. The use of this research design is important because it is appropriate in gaining all the data required in the area of the study hence strengthening the study results.
3.2.2 Research Approach
This present study made use of secondary research to investigate the use of Jineoloji in education and as a new strategy for empowering gender equality and progressive education environment. Indeed, for the purpose of the study, a qualitative research paradigm was employed in order to gather rich data and information on the part played by Jineoloji philosophy in enhancing progressive education in today’s society. Secondary research is a research method that uses the data from the sources outside the research context that is readily available in the form of published literature concerning the research problem (Poekert, 2024). This method uses several materials, for example, external and internal sources and the material includes books, journals, reported or articles. The adopted research method proved more useful in the achievement of the understanding on Jineoloji in the context of education and the ramifications on gender parity as well as sustainable development of an education system. The justification of the selection, and identification of the secondary research method it is framed on the basis of the existing literature work on women education, critical education theory and gender studies. This secondary research researchers collect, verify, analyse and incorporate all the data that helps in the reaching and confirm research goals for the research period intended.
The utilization of secondary research method will highly contribute to the creation of a pattern of knowledge and new theories in Jineoloji education and gender research. The systematic review of relevant work and data-based analysis, this study will be useful in pre-research in identifying the existing trends, identify shortcomings and also help highlight knowledge gaps with propose strategies for research (Manjon et al., 2022). In addition, the use of the secondary research method also has a benefit to Jineoloji an education measure since it provides easily and readily available data accessed for free or at a small cost to the researcher (Nakagawa et al., 2019). This methodological approach lengthens the understandings on different concepts in several sources of information and literatures on Jineoloji education paradigm.
Additionally, the process of collecting and organising data through secondary research allows researchers to continuously collect and analyse existing knowledge, allowing them to identify emerging trends, gaps, and issues that they are used in general (Yılmaz, 2023). Through critical evaluation and mixing the suggestions from diverse perspectives, it not only facilitates the creation of new theoretical paradigms but also provides practical recommendations in the field of education and gender studies. Moreover, the extensive pool of books which appear on similar themes as feminist pedagogy or critical education theory implies crucial knowledge that can help the researcher (Alhumaid, 2019). By applying Jineoloji in the context of other theories, this approach increases the level of the research, as well as the quality and the power of understanding not only consequences, but also the role Jineoloji play in promoting the gender equality and in progressive educational settings.
3.2.3 Research Design
The present study adopted a systematic review design. This design consists of a full and an unbiased demonstration of the previously available literature on the area related to education field in Jineoloji. This approach consists of theory of research that is organised in a manner that someone can compare the research to related to topics on the area of study (Lame, 2019). The rationale for conducting a systematic literature review rather than an integrative narrative or survey is necessary to collect and evaluate all available data to determine the importance of Jineoloji in its contribution to men and women’s equality and sustain transformational educational environments. Additionally, a systematic literature review helps scientists to discover inconsistencies in the other research papers, it integrates the main findings of the various studies, and it generates new thoughts (Radianti et al, 2020). These procedures also add credibility, since they are commonly agreed-upon and they produce results that can be replicated from other researchers.
A literature review that involves systematic search techniques is expected to produce several benefits to the study exploring the place of Jineoloji in education. Initially it helps in spotting what is not included and what is not correct therefore, on that note, future research directions and interventions would be informed by the results of the research study (Alzahrani, 2020). The series of analysis that includes a systematic search and a new integration of postulates on this subject enable carrying out a more thorough inquiry of the belonging impact of Jineoloji within an educational environment. Moreover, research involving systematic reviews allows scholars to evaluate varied outcomes such as journals and books as well as reports (Poekert et al., 2020). This style of studying gives an opportunity to scholars to correlate that this is practical experience and theories striking, thus leading to creation of new theories of education and gender.
Systematic literature review consists of a systematic and well-balanced approach in which exploration of Jineoloji in education is carried out together with the review of related literature, for critical analysis and review of findings in order to come up with conclusions, insights and future studies. Adoption of a systematic literature review allowed for the collection and analysis of evidence from the existing literature about the role of Jineoloji in education (Farayola et al, 2023). This benefit is founded on the fact that it is through applying more reliable and responsible data collection techniques that the trustworthiness of the findings is enhanced.
3.2.3.1 Sources of Data
There are two main types of data in research: primary and secondary data. To be more precise, primary data is collected directly by researchers for specific use (Sargeant and O’Conner 2020). They are original and mostly extracted through techniques such as survey, experimentation or observation. Secondly, there is secondary data which are collected by someone other for another purpose all together (Rethlefsen et al., 2021). Some of them are obtained from publications, databases or records of respective governments or any other relevant records. The data used and considered in this present study were secondary data which are information that had been documented from available literature concerning Jineoloji in education. Indeed, such publications and literature were gathered from three bases which include Academic Search Ultimate, Education Source, and ERIC which is short for Education Resources Information Centre. First, the choice of these sources in the carrying out the literature search was informed by the repute of these sources in hosting quality and current literature on education in general and, more specifically, the general literature and application of Jineoloji principles in education.
3.2.4 Literature Search Strategy
A literature search was carried out in three databases: Academic Search Ultimate, Education Source, and ERIC. The literature search strategy gives the best chance of evaluating quality and relevance of the evidence on which appraisal is conducted. In addition, the establishment of the credibility of the literature search strategy is a good indicator to use in determining the quality of a meta-analysis, systematic literature, and scoping critical review (Sargeant and O’Connor, 2020; Prill, 2021). The search strategy is the process in which key words and search terms are chosen, searchers are selected, and criteria for searching and selection of relevant articles are established (Hiebl, 2023; Rethlefsen, 2021). When conducting the literature search for purposes of this study, there were believed to be the latest data base abstracts in educational, philosophical, and gender literature, two major data banks were used. Mainly, coupled with the selection of the Biological Science Database and the Environmental Science Database, there should be current and past versions of the topic for research. These data sources have been chosen on the criteria that they are fairly delective about interdisciplinary, Jineoloji, and the opportunities it can let to revolutionize education systems concerning women’s rights and equity.
Following the recommendation of Gusenbauer and Haddaway (2020) as well as Shaffril et al. (2018), the main keywords and search terms needed to enable exclusion of informal literature in the first step of selection of publication were identified. Also, the presence of conjunctions like “AND, OR, NOT” as Boolean operators contributed to refining the request for searching and allowed a more coherent fit of the knowledge, we gathered for the purpose of proposing a new synthesis. Based on this criterion, only literature was selected that had some relevance to keywords and terms such as Jineoloji, education, gender equality, and progressive educative environments.
Guidelines by Sutton et al. (2019) were put into consideration in deciding on keywords and searches; it also highlighted that it would be necessary to describe the studied phenomenon in plain language; referring to that instruction, the process of doing the literature search was outlined in detail: This way, it would be possible for a reviewer to then replicate it as presented. Some of the keywords utilized in carrying out a literature review for this research include SEOs such as “Jineoloji,” “education,” “gender equality,” “progressive education,” “feminist pedagogy,” AND “critical education.” The search was carried out with the use of a Boolean operator, which remained helpful in narrowing the search to just bringing in literature related to studies and the aims of this research, along with the range of the review. This study applies a search strategy in the literature search, which has a well-defined mechanism of identifying a literature containing key words, search terms, and Boolean operators. Though one found databases for comprehensive longitudinal search and use of search strings and phrases intentionally for searching and retrieving the evidence for critical appraisal and integration.
3.2.4.1 Literature Search Strategy on Academic Search Ultimate
Search terms included “Jineoloji,” “feminist pedagogy,” “critical education,” “gender equality in education,” and “progressive education.” Truncation (*) captured relevant phrase variations. The search focused on peer-reviewed scientific papers and books over the past decade. The “education,” “women’s studies,” and “sociology” filters were used, with Boolean operators AND, OR used to combine the keywords. Cited reference searches of Jineoloji and related foundational works found more relevant references. Relevance, theoretical foundation, and prospective contributions to comprehending Jineoloji’s function in transformational education were assessed.
3.2.4.2 Literature Search Strategy on Education Source
The search words, phrases and terms that were used included Jineoloji, feminist pedagogy, gender parity in education and transformative learning. A truncation (*) technique was used to capture variations. To get the most recent and perhaps, more accurate data, the date range used in the study was the last 10 years. Using subject terms such as, educational philosophy, critical theory and women’s studies helped narrow down the results. Keywords for such search included key terms connected with the concepts, elaborated as any of the following: “Jineoloji” AND (“feminist pedagogy”), “gender equality” AND “transformative education”. Cited reference searches on key Jineoloji texts supported the strategy. Limiters were used for academic, refereed journals and books. The results downloaded were filtered based on their coverage of theoretical framework, about the Jineoloji and the implementation of the findings in education for empowering progressive gender-sensitive pedagogy.
3.2.4.3 Literature Search Strategy on ERIC
The search employed keywords like “Jineoloji,” “feminist pedagogy,” “gender equality,” and “transformative education.” Truncation (*) helped capture variations. Publication dates were limited to the last decade for recent and relevant sources. Descriptors such as “educational philosophy,” “critical theory,” “womens education,” and “sex fairness” were selected. Boolean operators combined terms like (“Jineoloji” OR “feminist pedagogy”) AND (“gender” OR “transformation”). Cited references from key Jineoloji works expanded the search. Limiters were set for scholarly journals, books, and ERIC publications. Results were screened based on their discussion of Jineoloji’s theoretical underpinnings, connections to equitable and progressive education philosophies, and potential classroom applications to promote gender equality.
3.2.5 Eligibility Criteria
3.2.5.1 Inclusion Criteria
Inclusion criteria are the core elements which determine the literature that will be included in the literature review and systematically considered. These criteria are smartly designed depending upon meaningful insight of the research elements, methodology (Cash et al., 2022). In the context of this study, the following inclusion criteria have been established to ensure the inclusion of relevant and high-quality literature: First, only the studies which were published in the peer review journals or accepted sources will be considered for enrolment. Nevertheless, this criterion is the most vital point, as it provides the trustworthy and high-quality data (Johnson et al., 2020). Having chosen the sources which are trustworthy and accurate, the review was able to preserve a good reputation for the academic honesty and reliability.
The next focus of selected studies should be centred on the theoretical Jineoloji systems, perspectives, or the processes in an educational setting. This criterion aims at maintaining the literature relevant to the thesis outline, which means that the thesis will focus on analysing the utilization of Jineoloji in educational environments (Metcalfe et al., 2020). Literature on Jineoloji that is within educational contexts is the centre of focus in the review, which enables it to retain a clear and consistent frame. Another important aspect for the research is to identify the previous studies that commented on the Jineoloji effect on the gender equality or progressive learning environment. This criterion clearly emphasises the main intention of the study by exhibiting the contribution of Jineoloji to the containment of progress in gender equality and the establishment of modern educational environment. Literature review, which mostly focuses on the topics that identified out as key themes guarantees to provide relevance and linkage to research objectives.
The research can only be available in English or some other language with adequate translation resources. With literature in various languages being included in the critical review, it focuses on the inclusivity and diversity of the perspectives (Amor et al., 2019). Studies that have been published within the last 10 years are considered for inclusion. This measure is one of the most critical one to be made sure that all the information that would be included in the review would be currency and relevant (Gilbert, 2019). Through the focus on the most recent years of publications, the review thus reflects on the most recent breakthroughs as well as the fastest changing trends in the study of Jineoloji in education.
The study should be properly conducted and must provide some evidence from different sides; quantitative or qualitative data or theoretical discussions through evidence. The application of this criterion will promote a real context of the information, increasing the factual and truthful aspect of the review (Barzilai and Chinn, 2020). The opinion of the importance of literature that has the practical application or gives a profound insight is given instant attention so that the review remains the analytical framework. Furthermore, the article seeks to incorporate studies from different geographical regions, therefore, to acquire different views of the grown Jineoloji in education. This criterion is used to promote inclusiveness and representativeness of literature, at the same time making sure the literature covers a wide range of contexts (Ashikali et al., 2021). Only primary studies were included in this systematic review. Therefore, all studies which adopted secondary research designs were excluded from the review. Through using literature that covers different regions, the study benefits a widespread and meaningful grasp of the subject matter. Also, this Criteria plays a key role in helping to determine the relevance of the selected literature in relation to the goals and objectives of the research (Trautwein, 2021). Through ensuring consistency with the leading research aims, the reviews keep the analysis and synthesis of the literature within the lines of focus and coherence.
3.3.5.2 Exclusion Criteria
Excluding criteria is very essential in the systematic literature review at this juncture in order to meet some of the thresholds set and the standard bodies. Such specifications are considered crucial to preserving the eligibility criteria of the process hence only the research focused on the relevant area of study and those of the right quality are taken into consideration (Siddaway et al., 2019). The following exclusion criteria were accurately applied: Sources such as unreviewed conference abstracts, opinion articles, and blog posts were not considered for review. This criterion is introduced to support the academic honesty of the review by ensuring that only the literature that has been thoroughly evaluated remains part of the empirical investigation (O’sullivan et al., 2021). The research works performed in gender sensitive and progressive based schools were equally considered. Since the key purpose of the study was to assess how Jineoloji makes gender equality and progressive teaching better making this aspect was crucial to the research (Peruzzi et al., 2023; Metcalfe et al., 2020). Furthermore, studies which did not deal with the matter of Jineoloji in education were systematically eliminated. This was so important because it kept the research within the boundaries of investigating the role of Jineoloji on education as the only investigation area.
Similarly, examinations where the language of research does not possess any equivalent translation resources were eliminated from the selecting process. As per the selection criteria listed above the books and grey literature were not selected for this review. All types of studies, i.e., those that are supported by the empirical evidence or lack information on the reliability of quantitative and qualitative data and those that are short on theoretical deliberations were removed from the analysis. The criteria were narrowed down to evidence-based research because this approach is accounting for the majority of literature used; therefore, the standard was based on literature which is highly reliable (Malmqvis et al., 2019; Muka, et al., 2020). Moreover, the research articles published before the year 2014 were purposely omitted from the research analysis. The purpose of this criterion was to strengthen the research in the sphere of Jineoloji in education by identifying new facts and ideas.
Regions and contexts in which Jineoloji principles are inapplicable or completely meaningless, were not included in the systematic reviews process. Gaining from this criterion helped to enable the researcher to make decisions regarding the literature to be included for the study as this generate more significance to its findings (May et al., 2022; McLean et al., 2017). Additionally, reviewing scientific reports that have little or no data for analysis and conclude not to be include in any recommendation. This measure was used to maintain the standards of quality and depth that were necessary for literature to have in order to ensure the credibility of the findings. Summary of the eligibility criteria is presented in the Table 2 below.
Table 2: Eligibility Criteria
| Criteria Type | Description | Inclusion Criteria | Exclusion Criteria |
| Period | Articles can be considered or dismissed in the review based on the period they were published (Carrera-Rivera et al., 2022). | Jineoloji is a relatively newer concept (KJK English, 2022). Sources published 10 years to date are included. | Articles published before 2014. |
| Language | Language is a criterion to exclude sources (Carrera-Rivera et al., 2022). | English language | Non-English sources |
| Type of source | Articles can be rejected or considered if the kind of origin is a journal article, book, book chapter, or conference proceedings (Carrera-Rivera et al., 2022). | Peer reviewed Journal articles Primary studies | Conference papers Dissertations Related book chapters |
| Impact/ quality of source | Low-quality evidence articles are excluded (Carrera-Rivera et al., 2022). | Peer reviewed Journal articles | Low-quality sources excluded |
| Relevance to research objectives | Sources may be avoided if they are not relevant to at least one research objective. | Articles that address the adoption of Jineoloji in education. | Not relevant to any research objective. |
| Accessibility | The articles’ full texts can be available or non-accessible in online research databases (Carrera-Rivera et al., 2022). | Full-text articles | Not accessible |
| Geographical setting | Literature from different countries considered appropriate as long as they focus on the application of Jineoloji in education. | Global perspective; different countries | Not applicable in this context |
3.2.6 Literature Search Results
A preliminary literature search was done on three databases that resulted in a total of 128 records that were related to the application of Jineoloji in education from the three databases; Academic Search Ultimate, Education Source, and ERIC. The records were taken through an eligibility evaluation to identify the most suitable studies to be included in the systematic literature review. The approach played a major role in eliminating all the records that did not meet the inclusion criteria. Precisely, the inclusion criteria applied during the selection process include publication year, publication language and the overall purpose of the study. Additionally, all the secondary studies such as systematic literature review, meta-analyses and scoping reviews were eliminated at this stage. Out of the 128 studies initially identified, only 21 full-text articles were selected for this systematic literature review. Detailed description of the literature selection process is presented in the Figure 5 below.
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Figure 5: PRISMA Flowchart for Literature Selection Process (Author, 2024)
3.2.7 Method of Data Extraction
In the extraction of data in this research, a literature matrix was used in analysing the selected studies. The literature matrix table is also referred to as the extraction table which is a specific format of a tabular structure used to arrange data from the various studies through systematic literature review (SLR) (Ali et al., 2023). The table was comprised of two rows that gave individual studies and columns that demonstrated different kinds of interests. This literature matrix table needs to be applied in the research because of its capacity to provide structure while extracting data from various articles. Division of the extraction process into the table format was critical to achieve the right organization and thus ensure enhancement of consistency in the extraction of vital information from the various sources. The evidence synthesis of using literature matrix table was effective because it created a platform that enabled comparisons of analysis from different researches in order to facilitate the analysis and the results derived there from.
Data extraction is a central step in SLR because it helps the researchers to obtain the required information from various studies to address the research objective and question efficiently. The approach utilised for efficient data extraction comprises a step-by-step assessment of age studies to identify the findings of key correlations with the partners underlying the study design, key features and conclusions (Sauer and Seuring, 2023). The process of data extraction from every study involved systematic reviewing of the full-text article and the recording of relevant information in the literature matrix table. Data extraction was conducted systematically and consistently across all the included studies that address the research questions and meet the objective of the study. A complete literature matrix table is presented in the end of Chapter 2, Table 1 (see page 58).
3.2.8 Literature Quality Assessment
The CASP tool for qualitative and quantitative studies was used to critically appraise the quality of the literature. The quality assessment was also relevant to the studies which would be crucial to systematic literature for accuracy and credibility of the findings consequently (Dai, Gradu and Harshaw, 2024). When used in relation to the overall structure of AQualmes, the CASP tool offers a clear organisational schema for the methodological approach that would ensure the credibility of qualitative research undertakings. It includes such sections as study aims and objectives, method, data gathering and analysis, and so forth, which enables an evaluation of all the aspects of the given research.
The CASP tool consists of a number of domains, which relate to various concerns in the methodological approach to qualitative research. They include study:objective: The domains are the study objective, methodology, data collection, analysis and the findings is assessed based on the set criteria used in the evaluation for the qualitative research Dai, Gradu and Harshaw, 2024. For example, it evaluated the methodology domain criteria by considering the study’s research questions, design and data collection plan’s clarity. CASP was tailored to fit a systematic review of literature evidence that focuses on using Jineoloji in education. The assessment of quality of the identified studies is presented in the Appendix 2 of qualitative nature and in the Appendix 3 of the quantitative studies.
3.2.9 Method of Data Analysis
The research study employed a thematic analysis procedure to analyse the data gathered from the systematic literature reviews of other related studies. Through thematic analysis, certain patterns or trends within a given set of data are also discovered and analysed (Williams et al, 2023). The systematic analysis in our context made it possible to pay critical attention to qualitative research on the main topic, Jineoloji, in education. Since data analysis is an essential component of the systematic literature review, it also helps the researcher to identify patterns that produce fresh knowledge since data synthesised systematically (Ritterbusch and Teichmann, 2023) By adopting the effective review that systematically organised and interpreted data describing how Jineoloji is applied and can impact education settings.
Therefore, the study employed a systematic literature review research design that was relevant in establishing the role of Jineoloji in education. A systematic literature review is seen as a studied scientific strategy that aims at selecting, assessing and integrating available literature related to the Jineoloji subject. Sauer and Seuring (2023) argue that systematic research entails a proper search of the literature from other studies and the marshalling of the results in what provides a clear synthesis of information on gender equality. The reasoning behind systematic literature review selection is the need for efficiency and credibility of the analysis of the available research on the subject of interest. Jineoloji offers moderately a large and important move towards the education field because it contributes substantially to gender equity and concepts in the education arrangement (Rainforth et al., 2024). Hence, this approach affords adequate identification and synthesis of studies from various formats: journals, reports, and books that offer the needed evaluation of educative impacts of Jineoloji.
Many advantages derived from the systematic literature review are evident when using the method to study Jineoloji in education. Jineoloji is an important topic in education since the principles offer right direction in the promotion of gender equity in educational institutions. The systematic literature review approach will enable the identification of the previous research gaps and inconsistencies in the already existing literature. Jineoloji provides a relatively new field in education where that allows for systematic analysis of the existing literature and critically evaluates an effective approach to identifying areas that require further research (Rainforth et al., 2024). Systematic assessment of the literature status provides the researchers with significant information that can help them in pinpointing specific areas of controversy, consensus, and underrepresentation, which are critical in guiding future research agendas and theoretical development. In addition, systematic literature reviews synthesise literature findings from multiple studies by providing a holistic understanding of the role of Jineoloji in education. Effective data aggregation from diverse sources helps researchers identify specific trends, patterns, and common themes in different studies, which provides a better understanding of Jineoloji practices and outcomes. The evidence synthesis is essential to researchers because it delivers new insight into the theoretical framework that contributes to the robust knowledge of Jineoloji and education. The systematic approach provides transparency and reproducibility in the entire research process (Coelho et al., 2023). The approach follows predefined criteria in the literature analysis by guiding the researcher on the study’s election data extraction and the evaluation of literature, which help the researchers to minimise bias and guarantee the liability of their findings. The method record approach enhances the study’s credibility and transference, which ensures that the researchers replicate the process of verification to provide better results. The transparent nature of these systematic processes allows the holders, like the policymakers, practitioners, and educators, to understand effective knowledge and conclude best on informed decisions from the evidence provided from the findings. Also, the systematic literature review of the Daily provides the integration of diverse perspectives. It guides on the empirical evidence to inform education policies, practices, and future direction of ensuring gender equality in education setup (Simchi-Levi and Wang, 2023). Effective synthesis of this evidence from journals, reports, and books helps in achieving an interdisciplinary approach from a cross-cultural perspective to address complex issues that relate to social justice, gender equality, and educational reforms. The interdisciplinary ensures that the research provides effective results according to different analyses of the several literature reviews on the same topic.
3.2.10 Methodological Limitations
The systematic literature review method utilised in this study had several limitations that impacted the comprehensive study findings and validity. The limited availability of relevant literature from the database resulted in incomplete coverage of the topic despite the effort of conducting comprehensive research across different databases (Williams et al., 2023). Inherent biases exist in the study despite the application of predefined criteria because it arrived from factors like restriction languages and publication biases. The adopted systematic literature reviews may be subject to publication bias which according to Dai, Gradu and Harshaw (2024) is the tendency for studies with positive or significant results to be more likely published than those with negative or non-significant findings. In the context of the present study, publication bias could influence an overrepresentation of positive or statistically significant results in the reviewed literature, potentially skewing the overall findings and conclusions. In conducting literature searching only those articles that was published in English language were chosen for review. These methods introduced language bias in this investigation. Ali et al. (2023) found that many systematic reviews focus on English-language studies, ignoring significant material in other languages. This approach typically misrepresents the corpus of knowledge, especially in disciplines where major research is done and published in non-English.
Another disadvantage of this study is the coverage of the database that was used to extract information for the analysis. Indeed, only three databases were used for a search in order get the list of the studies for the review. In line with the assertions of Sauer and Seuring (2023) systematic literature reviews depend on the efficiency and effectiveness of the databases or the search engines employed in the identification of the relevant studies. Specific databases can also offer a restricted sample of an area of study, type of publication or time half, decreasing the amount of literature eligible for review. Most of the time, restricting the current search to only three databases caused the elimination of other related studies regarding the use of Jineoloji in the education setting. This in turn also introduced selection bias into the study which is another methodological limitation of the study. Even when using the defined inclusion and exclusion criteria, the procedure of including the studies for the present systematic literature review relied on the implicit subjectivity of researchers acting in the given process. Such a bias might influence the skewed selection of the studies and, therefore, the reliability of the review results.
3.2.11 Ethical Considerations
An important ethical consideration applied in this review involved the practice of transparency and reproducibility. Precisely, the researcher clearly documented and reported all the methods, procedures as well as the eligibility criteria that were applied in this systematic literature review. Transparency in the reporting method and findings was created to ensure the reproducibility and reliability of the systematic literature review. Transparency regarding assessment practices promotes effective accountability and avoid biases in the result (Nii et al., 2023). Hence, integrated reporting enhances accountability of learners as well as reportage of positive as well as negative aspects in the sources. Another acceptable ethical consideration used in this study was the issue of bias. In particular, the researcher made sure that the systematic literature review accomplished was conducted in an impartial fashion and did not use selective eligibility criteria which is based on the researcher’s or writer’s preferences and personal bias philosophies. In agreement with Sauer and Seuring (2023) qualification for systematic literature review should always be defined so that only the most suitable studies can be chosen. In this study, the researcher only selected those studies which had fulfilled all the laid down inclusion criteria and this eliminated any possibility of introducing selection bias in to the research.
Another set of ethical consideration that was used in this review is plagiarism and attribution. In the view of Simchi-Levi and Wang (2023) ethics in writing and research entails proper citation of ideas, findings and words of other sources, and refraining from plagiarism. This is one ethic consideration that was considered in the present study to ensure that the researcher used proper citation techniques to acknowledge the authors of those works. In addition, the researcher declared an interest in regards to any kind of conflict of interest that may have impacted on the study or else may have influenced the analysis of the results. The factors that were disclosed were the affiliations; these are the relationships constitute that may influence the independence of the review.
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3.3 Chapter Summary
The chapter has comprehensively described the four theories that would be used in this study to understand the adoption and implementation of the principles of Jineoloji in the education sector. The themes discussed in this chapter include feminist theory, critical pedagogy theory, queer theory and social constructivism theory. Furthermore, the chapter has comprehensively described and justified selection of the systematic literature review methodology in this study. The literature search process was conducted on three databases; Academic Search Ultimate, Education Source, and ERIC. The initial literature search led to the identification of 128 studies but only 21 studies were selected for this review. In the next chapter, themes reported from thematic analysis are discussed to facilitate generation of new knowledge about the implementation of Jineoloji principles as a new approach to gender equality and progressive educational setting.
