Basotho Teachers' Constructions of Gender: Implications on Gender Equality in the Schools

Autor/in	Morojele, P. J.
Titel	Basotho Teachers' Constructions of Gender: Implications on Gender Equality in the Schools
Quelle	In: Africa Education Review, 9 (2012) 1, S.105-123 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2012.683611
Schlagwörter	Foreign Countries; Rural Areas; Teacher Attitudes; Gender Differences; Coeducation; Elementary Schools; Ethnography; Equal Education; Gender Bias; Masculinity; Femininity; Social Attitudes; Social Bias; Qualitative Research; Observation; Group Discussion; Cultural Influences; Teachers; Lesotho + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Lehrerverhalten; Geschlechterkonflikt; Koedukation; Elementary school; Grundschule; Volksschule; Ethnografie; Geschlechterstereotyp; Männlichkeit; Femaleness; Weiblichkeit; Social attidude; Soziale Einstellung; Qualitative Forschung; Beobachtung; Gruppendiskussion; Cultural influence; Kultureinfluss; Lehrer; Lehrerin; Lehrende
Abstract	This paper gives prominence to rural teachers' own accounts of gender in three co-educational primary schools in Lesotho. The paper employs the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (observations and informal discussions), it discusses factors that inform teachers' constructions of gender and the implications of these on gender in/equality in the schools. Twelve teachers (male = 1; female = 11) participated in the study. Analysis denotes how teachers constructed masculinities and femininities as inherent gender qualities, and the role of Basotho culture, language and its discourse in promoting gender inequalities. The conclusion provides strategies that would strengthen teachers' ability to promote gender equality in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01