The purpose of this article is two-fold. Firstly, we consider whether the setting up of mixed-gender focus group sessions has the potential as a research process to contribute to transforming people’s understandings of their gendered relationships. Secondly, we relate our discussion to the question of the mutability of stereotypical thinking in the context in question, taking into account the idea that cultures in different contexts can be seen as “in the making” through the way in which people together create meaning. We explain how the first author of the article organized focus groups which were mixed in terms of gender with the purpose that the adult learner participants could develop their perceptions as they related to each other around the topic of gender inequalities.). The sessions were conducted in two adult learning Centers located in a rural and an urban area respectively – Xola and Zodwa – within the Cacadu District of the Eastern Cape, South Africa. Two mixed focus groups took place in 2016 (one in each Center, with 19 females and 5 males altogether), and a follow up took place in 2018, to further discuss recommendations. In 2022, another set of focus group sessions was arranged in the same Centers, with 10 females and 6 males who were asked to participate and agreed. As part of a related discussion on gendered relationships, they were asked specific questions regarding how they understood the value of the mixed-gender conversations. Results from the various sets of groups suggest that focus groups can indeed help people to explore and rethink gender disparities and to think of ways forward in terms of enriched understandings. We recommend that mixed-gender focus group sessions should be regarded by researchers as a potential space to fruitfully set up a way for people to develop their sense of interdependence in their social relations.
This article examines the problem of gender inequalities in Public Community Learning Centres in the Eastern Cape. It does so, to propose an alternative plan in which these centres might possibly help female adult learners reduce gender inequalities in everyday life in their communities. In short, the problem is: Public Community Learning Centres are mandated to advance equity and redress, and it is apparent that they do not in fact help or encourage communities to alleviate gender inequalities in the Eastern Cape. Determining why female adult learners do not take part in the in the economy of their communities will assist policy makers and these Public Community Learning Centres to come up with new initiatives that will address the needs and interests of female adult learners. This article was grounded on a Postcolonial Indigenous Paradigm which advocates for researcher accountability to the web of relations in which the research is conducted.Mixed Focus Groups discussions were conducted for adult learner participants to develop new understandings regarding gender relations as they interacted with each other around the theme of gender inequalities in their communities. Two Public Community Learning Centres located in a suburban and an inner city of the Eastern Cape were selected to conduct the research. The results of this study indicated that gender inequalities are present in closed doors and publicized bubbles in the Eastern Cape. In the light of this, and as a result of the research undertaken, recommendations are made to address the problem of gender inequalities in Community Learning Centres in the Eastern Cape.
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