Page 60 - RASAS 2025

10 Ruhuna Arts Student’s Annual Sessions (RASAS) -2025
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Redefining Gender Roles through Secondary Education in Sri Lanka:
A Sociocultural Perspective

A.B.S. Kavindya
Department of Sociology, University of Ruhuna
shishanikakavindya@gmail.com

ABSTRACT

This study discusses the ways social studies principles are integrated into the secondary school teaching
practice in terms of issues, perceptions, and implications for curriculum planning. Social studies are not
necessarily offered in the Grade 10 and 11 curricula, but the underlying principles thereof remain relevant to

critical thinking, civic responsibility, and society awareness. This study thus sought to examine how teachers
view the place of social studies and the real-life setbacks they encounter in teaching its principles. A purposive
sample of twelve secondary school teachers, representing different categories of schools, teaching years, and

subject specialization, was selected. Two focus group discussions (FGDs) involving six participants each were
conducted. Teachers were selected on the basis of professional knowledge and willingness to participate. The

data were analyzed thematically to identify patterns in perceptions and problems and noticing the coherence
of opinions across different teaching settings. Findings suggest that the majority of the participants (9 out of
12) emphasized the advantages of incorporating social studies concepts into instruction, particularly in

developing students' analytical skills, civic duty, and tolerance. Teachers identified that integration would
bridge the gap between school learning and real-life situations. Meanwhile, several serious challenges were

found. These were the absence of social studies in Grade 10 and 11 syllabi, limited classroom hours due to
exam-oriented formats, inappropriate availability of material, and the absence of opportunity for training. In
addition, some participants were unsure of how to evaluate methods of student competencies in critical

thinking and civic consciousness. The study concludes that while teachers recognize the importance of social
studies in cultivating socially conscious citizens, the lack of curricular integration and structural support
hinders successful delivery. Eliminating these barriers requires purposeful curriculum revision, resource

provision, and delineated teacher professional development. These measures would not only improve the
integration of social studies within secondary education but also contribute towards shaping students into
critical thinkers and active citizens.

Keywords: curriculum analysis, education, gender equality, school culture, Sri Lanka

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