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

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

Author: 
Morojele, P.J.
Publisher: 
Taylor & Francis
Date published: 
2012
Record type: 
Journal Title: 
Africa Education Review
Source: 
Africa Education Review, Vol.9, No.1, 2012, pp.105-123
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.

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Country focus: 

CITATION: Morojele, P.J.. Basotho teachers' constructions of gender: Implications on gender equality in the schools . : Taylor & Francis , 2012. Africa Education Review, Vol.9, No.1, 2012, pp.105-123 - Available at: http://library.au.int/basotho-teachers-constructions-gender-implications-gender-equality-schools-3