Gender perspective in teacher education curriculum as an instrument of patriarchy’s persistence

This study aims to explore the gender perspective that interacts with the elementary school teacher education curriculum. Elementary school teachers are important in providing a foundation for elementary school students. So, we use that reason to conduct this study: the teachers’ perspective is obtained when they take teacher education studies. Ethnographic methods are used to observe the distribution of gender discourse in the elementary school teacher education curriculum for one semester. Elementary school teacher education students gain knowledge and exchange ideas in the classroom, and they also exchange ideas outside the classroom. The curriculum as a reflection of culture is obvious in this situation. However, the absence of planning regarding gender discourse so that it can be included in the curriculum makes patriarchy flow freely in it. Meanwhile, gender discourse that is not designed or planned will become a hidden curriculum that is vulnerable to bias. Although some lecturers and students have receptive and transformative gender perspectives, this is not facilitated. Although in their hearts, they encounter resistance, in the end, they accept it as it is. In other words, gender discourse that is not integrated into the curriculum will become a pattern that continues, and the curriculum itself will become an instrument for the perpetuation of eternal patriarchy.