Teachers’ views on gender equity in primary schools in Diepkloof, Soweto

The theme of this qualitative research essay is based on the need for gender awareness teaching in primary schools. Gender bias is one of the forms of discrimination that the South African constitution outlawed. This essay discusses that inequalities between men and women still exist in our societies. Literature has confirmed that these discrepancies occur the world over, although the extent might differ. Women and girls receive discriminational treatment from men and boys. This research focuses on teachers” views as well as their understanding of gender issues in education. Their role and that of the school in perpetuating genderedness is discussed. However, teachers and schools are seen as forceful agents of social change. Zeichners” synthesis view of the four traditions of teacher education together with Vygotsky”s emancipatory constructivism form the theoretical framework of this study. Critical ethnographic research methodology is applied for the collection, analysis and interpretation of data. The role of teachers is crucial for the removal of gender stereotypes in schools. Teachers” self-awareness in interacting with learners is important for the implementation of gender equity in education. The implications of the inquiry can be summarised as follows: The findings of the research clearly show that teachers have some understanding of gender issues. Teachers, however, need a deeper understanding of issues of gender in the classroom and in school generally; Gender awareness teaching has the capacity to be broadened to the children”s homes. In this way the school and teachers become forceful agents of social change; The Curriculum should be accessible to all learners. Equitable treatment of learners depending on a specified need should be applied so that working towards equality is achieved. Subjects like Mathematics and Science should be taught in such a way that girls continue with them long after primary schools; Learning support materials should be selected with care; Teachers need to develop critical analysing skills when choosing, using, as well as developing support materials. The genderedness of materials should be exposed to the learners so that they too, develop a gender-free outlook to life; A wider variety of extracurricular activities for all children is needed in schools; Girls need to be encouraged to participate in school sport. The attire should be comfortable for them to participate fully in the field space provided in school; Through teachers” actions, school organisation, interaction and “conscientisation” of parents on gender matters, inequalities will eventually be removed in society; A need for the development of school gender policies was pointed out so that all stakeholders participate in the elimination of gender discrimination in school and society. All stakeholders should to be involved in the policy formulation process; A permeation INSET model is proposed for confronting gender inequity in primary schools for teachers to become self-reflective practitioners in education. All stakeholders need to become part of a process that aims at entrenching gender awareness in education and eventually in the broader society.

Publisher: National ETD Portal
Year of Publication: 2012