The Interplay of Gender, Culture and Inclusivity in Teaching Literature

Abstract

Literature instruction plays a crucial role in shaping learners’ understanding of identity, diversity, and social realities. In policy, Philippine education promotes gender equality, cultural responsiveness, and inclusive pedagogy; however, a persistent mismatch remains between these policy ideals and actual classroom practices. Many literature classrooms continue to privilege dominant cultural narratives, with marginalized voices and diverse gender identities underrepresented in texts and discussions. At the same time, subtle forms of gender bias persist through traditional text selection and classroom discourse, raising concerns about the inclusivity of literature instruction.
This study examined the interplay of gender, culture, and inclusivity in teaching literature in selected public secondary schools in the Tago District, Division of Surigao del Sur. Using a Slovin’s Formula with a 5% margin of error, quantitative data were collected from 378 Grade 10 learners and literature teachers through structured questionnaires. Descriptive statistics was employed, and findings were integrated during interpretation.
Findings reveal that gender and cultural dimensions interact with instructional practices to shape the level of inclusivity in literature instruction. While inclusive practices are evident in text selection, classroom interaction, and instructional adaptation, inconsistencies remain in the meaningful representation of diverse identities. Based on these findings, a pedagogical framework was developed to strengthen the integration of gender-responsive and culturally inclusive practices in literature teaching.