Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |