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ERIC Number: EJ1135975
Record Type: Journal
Publication Date: 2013-Aug
Abstractor: As Provided
Rural Teachers' Views: What Are Gender-Based Challenges Facing Free Primary Education in Lesotho?
South African Journal of Education, v33 n3 Article 602 Aug 2013
This paper gives prominence to rural teachers' accounts of gender-based challenges facing Free Primary Education in Lesotho. It draws on feminist interpretations of social constructionism to discuss factors within the Basotho communities that affect gender equality in the schools. The inductive analysis offered makes use of the data generated from semi-structured interviews with 12 teachers in three primary schools. Basotho culture, superstitious symbolism, and family dynamics are found to be some of the factors that reinforce inequitable gender relations. The findings indicate how teachers exploited these factors to promote the polarisation of gender qualities, and to exalt masculinities at the expense of femininities. The paper argues for the promotion of counter-hegemonic discourses of gender, with an emphasis on conceptions of gender as multiple and fluid human qualities. It explains how paying attention to the cultural architecture of gender formations in localised contexts could become an effective strategy in promoting gender equality in schools.
Descriptors: Foreign Countries, Rural Schools, Teacher Attitudes, Gender Issues, Gender Bias, Equal Education, Elementary School Teachers, Semi Structured Interviews, Family Characteristics, Beliefs, Cultural Influences, Womens Education, Barriers, Qualitative Research
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Lesotho
Grant or Contract Numbers: N/A