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The position of faculty on gender mainstreaming does not actually show a deep gender polarization, but such feelings essentially could not change the orientation of the curriculum of the course, their delivery and professional standards.

Any conscious agreement on ‘gender mainstreaming’ is either restricted to a ‘topic’ or a paper and offers limited scope of influence on changes in the interpretation of content, gender sensitive pedagogical perspective or diversity of issues in research. Findings suggest that epistemological and ontological perspectives in teaching and research programmes fall short of a consistent gendered approach and are universally sporadic.

The findings are based on a survey of 34 Journalism schools of public and private universities in India for an exploration of pedagogical and transactional practices in gender mainstreaming. Gender mainstreaming framework (UNESCO/ UNITWIN, 2018) has been used in this paper to explore the progress in gender mainstreaming in journalism education in India. Reasons are embedded in the structured, spatial and temporal aspects of the media profession, especially in the digital media content and practice. The present paper posits relevance of gender mainstreaming (GM) in journalism education, which can redress rising gender discrimination, violence, and gap in media ethics, professionalism and journalistic practices.

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