Curriculum-Making in South Africa: Promoting Gender Equality and Empowering Women (?)

Autor/in	Simmonds, Shan
Titel	Curriculum-Making in South Africa: Promoting Gender Equality and Empowering Women (?)
Quelle	In: Gender and Education, 26 (2014) 6, S.636-652 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2014.946474
Schlagwörter	Curriculum Development; Gender Differences; Foreign Countries; Females; Empowerment; Educational Policy; Poverty; Age Differences; World Views; Economic Development; Civil Rights; Sexuality; Health Behavior; Sex Fairness; Change Agents; Educational Change; Values; Qualitative Research; Discourse Analysis; South Africa + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Geschlechterkonflikt; Ausland; Weibliches Geschlecht; Politics of education; Bildungspolitik; Armut; Age; Difference; Age difference; Altersunterschied; World view; Weltanschauung; Wirtschaftsentwicklung; Bürgerrechte; Grundrechte; Zivilrecht; Sexualität; Health behaviour; Gesundheitsverhalten; Sexualaufklärung; Bildungsreform; Wertbegriff; Qualitative Forschung; Diskursanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The United Nations Millennium Development Goals (2000-2015) are clearly embedded in South Africa's education policy documents. However, they are not adequately infused into the curriculum. This article focuses specifically on the third Millennium Development Goal (MDG) - promoting gender equality and empowering women - and the need to place this curriculum content at the centre and not on the periphery, to achieve its goal. Qualitative document research was used to explore the extent to which South Africa's curriculum-making has promoted gender equality and the empowerment of women during the promotion of the 2000--2015 MDGs. The findings of this research show potential intersections of poverty, age and worldviews with gender; a stronger focus on human rights values; and concrete strategies to combat unhealthy sexual behaviour. However, the curriculum continues to be saturated with negative perspectives and binary perceptions of gender. There is also a lack of attention to the world of work. The assumption underlying this seems to be that gender equality and the empowerment of women are unattainable or that they are unimportant. This article concludes by underlining the need for the curriculum to be a genuine agent of change, which necessitates a new gender discourse in curriculum-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10