Basotho teachers’ constructions of gender: Implications on gender equality in the schools

Morojele, Pholoho

doi:10.1080/18146627.2012.683611

Cited by 4 publications

(8 citation statements)

References 11 publications

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“…Other studies identify further barriers that affect both the teachers' role and the teaching process, thus contributing to girls' low rates of participation in education. Morojele's (2012) analysis in South Africa, for instance, reveals how Basotho culture and language promote these gender inequalities in schools.…”

Section: Girls' Social and Economic Participation In Developing Countriesmentioning

confidence: 99%

“…Like Morojele (2012), Mungai (2012) employs human social and financial capital frameworks, which involve family and school factors as the categories where barriers to girls' education are situated. They identify family factors as involving the direct cost of schooling, the domestic labour market, and the social customs.…”

Section: Girls' Social and Economic Participation In Developing Countriesmentioning

confidence: 99%

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The influence of school matrons on girls’ educational experience and social participation in Tanzania

Otieno¹

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<p>A commitment to gender equity is reflected in Tanzania’s educational development policies many of which are geared towards preparing all citizens to participate fully in the civic and economic life of the nation. Despite these government aspirations, the social, economic and educational status of women remains low. In this study, I seek answers for these ongoing inequalities by investigating girls’ experiences of education, focusing specifically on the influence of school matrons on educational outcomes and social participation for girls. This qualitative case study was informed by a combination of theoretical frameworks associated with African transformative feminism and social justice philosophies. Interview and focus group data were collected from multiple sites in rural and urban areas in the Manyara and Dodoma regions of Tanzania. In the course of the study, the perspectives of key players in the education contexts of these areas were sought. These included secondary school girls and their school matrons as well as School Principals and members of women’s local community groups and national organisations. In addition, data were drawn from key educational policy documents and reports relating to the education of girls. The findings identify school matrons as having a major influence in the education of Tanzanian girls. In particular, these women are responsible for creating safe educational environments for girls and many do this by assuming a nurturing role, known in Kiswahili as ‘Malezi.’ However, the significant structural challenges facing girls and young women combined with a severe and widespread shortage of educational resources and facilities places constraints on the ability of matrons to provide the sort of ongoing care that girls need. The matrons’ role is further complicated by socio-cultural and traditional expectations placed on girls and women in Tanzanian society. In light of these findings, I critique neoliberal approaches to Tanzanian education, arguing that understanding the impact of the psychosocial support systems on the engagement of learners within the nation’s educational institutions cannot be under-estimated, I conclude that it is time to develop a new way of thinking about gender equity and educational quality that departs from current human rights and human capital approaches.</p>

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Section: Girls' Social and Economic Participation In Developing Countriesmentioning

confidence: 99%

Section: Girls' Social and Economic Participation In Developing Countriesmentioning

confidence: 99%

The influence of school matrons on girls’ educational experience and social participation in Tanzania

Otieno¹

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“…Patriarchal views, based upon the notion that men and boys are superior to women and girls, are evident in the African traditions (Phendla, 2004). Morojele (2012) posits that boys have no inclination from being superiors as it takes away their childhood and put them on pressure to satisfy societal expectations of acting like men while they are still young. As a result, the notion of domineering boys and subordinate and subservient girls tends to be evident in schools in Eswatini (Simelane, 2011).…”

Section: Rationale For the Studymentioning

confidence: 99%

“…As a result, the notion of domineering boys and subordinate and subservient girls tends to be evident in schools in Eswatini (Simelane, 2011). Morojele (2012) asserts that power leads to submission, which enables gender inequalities to be viewed as normal and therefore with no need to question its unfair practice. Leach, Dunne and Salvi (2014) confirm this argument by stating that female teachers use verbal chastisement, while male teachers, on the other hand, utilise physical discipline to enforce their control to make the students compliant to their gender stereotypes.…”

Section: Rationale For the Studymentioning

confidence: 99%

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Space, geography and gendered experiences of children: a narrative study of four high schools in Hhohho region, Eswatini.

Makamure

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unparalleled support and invaluable guidance throughout the study. The constructive remarks and comments on each phase of the dissertation contributed to the fruitful outcome of this research.• Prof Nyna Amin, thank you for supporting me. May God favor you with good health and abundant life.• My family, for the support they gave me during the long academic journey.• The Former Director of Education in Eswatini, Dr Sibongile Mtshali, for allowing me to carry out the research in the schools.• The Head teachers in the four high schools where the research was carried out: thank you very much for being cooperative.• The pupils who availed themselves for the research: thank you very much; likewise, to the parents for allowing your children to participate in this research. May you be blessed by the Lord.• All my friends, who too many to mention, thank you for the different roles you played in encouraging me through this long journey.

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Exploring the Normalisation of Rape as Gender-Based Violence in Lesotho

Lester,

Pandey

2023

Advances in Preventing and Treating Violence and Aggression

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Basotho teachers’ constructions of gender: Implications on gender equality in the schools

Cited by 4 publications

References 11 publications

The influence of school matrons on girls’ educational experience and social participation in Tanzania

The influence of school matrons on girls’ educational experience and social participation in Tanzania

Space, geography and gendered experiences of children: a narrative study of four high schools in Hhohho region, Eswatini.

Exploring the Normalisation of Rape as Gender-Based Violence in Lesotho

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