Education for Women"s Equality states: "The National Education System will play a positive, dominant role in the empowerment and strengthening of women. It will foster the expansion of new values through redesigned curricula, textbooks, the training and orientation of teachers, decision-makers and administrators, and the active involvement of educational institutions. The removal of women"s illiteracy and obstacles inhibiting their access to, and retention in, elementary education will receive

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... verriding priority." What happens in educational circumstances is at all times exclusive because it is reliant on the intercommunication between teacher and students. The condition explicitly includes time/space situation. The rationale of using gender cognizant pedagogical models in the classroom is to motivate self-governing dialogues and make powerful the students through this process. In general, classroom dialogue is based on the controlling role the teachers represent, but vigorous gender pedagogy helps to break the silence in the class room and neutralize the custom of listening only to institution. Thus, knowledge and awareness is created in the classroom by a two-way communication between teachers and students. Conversation through "gender dialogues" target at fulfilling, systematically, deeper meaning of the experiences as well as amplified acceptance of shared experiences that extend in the teaching context.