Unequal Knowledge Distribution: The Schooling Experience in a Togolese Secondary School. Occasional Papers Series, Number 9.

Autor/in	Biraimah, Karen
Institution	State Univ. of New York, Buffalo. Comparative Education Center.
Titel	Unequal Knowledge Distribution: The Schooling Experience in a Togolese Secondary School. Occasional Papers Series, Number 9.
Quelle	(1984), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Colonialism; Developing Nations; Educational Research; Equal Education; Females; Labor Force; Secondary Education; Sex Bias; Sex Discrimination; Sex Role; Sex Stereotypes; Social Structure; Social Values; Womens Education; Togo + Suchen Sie Ihr Suchwort? Kolonialismus; Developing country; Developing countries; Entwicklungsland; Bildungsforschung; Pädagogische Forschung; Weibliches Geschlecht; Labour force; Arbeitskraft; Erwerbsbevölkerung; Sekundarbereich; Sex; Discrimination; Geschlecht; Diskriminierung; Geschlechterrolle; Sozialstruktur; Sozialer Wert; 'Women''s education'; Frauenbildung
Abstract	A case study of a Togolese secondary school provides the focus for an examination of the impact of Western notions of gender-based role expectations in Third World education. Work on the reproduction of inequality in education suggests that in-school processes direct different knowledge to different groups. However, in the case of Third World schools, this process may not involve the reproduction of societal inequalities, but rather the legitimation of Western notions of sex-role divisions of labor which are not necessarily practiced in the Third World. The present study suggests that when the reproduction argument is extended to the Third World, the schools, as former colonial institutions, may not simply reproduce inequalities within that particular society but may also transmit a new set of sex-role divisions of labor. Togolese schools transmit images of women as unproductive housewives and mothers. These roles are incongruent with Togolese society and labor force participation patterns. This study further reinforces existing arguments that Third World schools may intervene to reverse the effects of modernization on women's declining status. The study suggests that even Third World schools with gender-biased informal curricula can be used by girls to obtain upward social mobility. The study concludes that, in the case of Lome Secondary School, the informal curriculum reproduced a significant pattern of sex-role differentiation even though the school outwardly reflected uniformity and equality. A uniform curriculum and open access policy do not necessarily eliminate discrimination. (LP)
Anmerkungen	Publications Department, Comparative Education Center, 428 Baldy Hall, State University of New York, Buffalo, NY 14260 ($5.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC