Gender Studies

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The state and the phallus: intersections of patriarchy and prejudice in the Jacob Zuma rape trial.
(2009) Kakhobwe, Yumba Bernadette.; Meyiwa, Thenjiwe.
The intention of this dissertation is to expose the gendered experiences of rape victims, based on the notion that while it should be the purpose of rape laws to protect victims of rape, in many circumstances the legal process results in disempowering experiences for victims, particularly women. Therefore, I suggest that the courtroom, a supposedly just space, is one which is laced with patriarchal undercurrents that work specifically against women. Rape is a complex and multi-faceted subject that is fast becoming an epidemic. In relation to HIV/AIDS and sexuality, the issue of rape certainly becomes compounded. Deconstructing the historical and cultural experiences of women is not only necessary in attempting to understand rape, but also the reasons why the justice system, which is dominantly a male domain, may still cling to patriarchal principles. One reason for the marginalization of rape victims may be the continued regard of women as second class citizens. The rape trial, in which Jacob Zuma was the alleged rapist, is a starting point, and by referring to this case, I intend to reveal and discuss weaknesses with regard to rape law within the South African context.
An investigation into the nature and causal factors of female vs. male criminality in Cato Manor Township, Durban.
(2009) Ntuli, Sifiso G.
This study investigates numerous questions significant to perception and causal factors of male vs. female criminality in Cato Manor Township and the adjacent Umkhumbane informal settlement, as the researcher believes that understanding plays an important role in preventing the problem. The study confirms the perception that the South African criminal justice system, governmental and non-governmental organizations, community members around the country, and other stakeholders can play a pivotal role in preventing crime. Apart from ignorance, many factors, such as social background and/or status, age, and reasons for committing crimes, equally apply to both males and females, with the former being more likely to commit a greater number of crimes. The findings of this study explain the fact that crime is not pertinent to males only, but also females, yet not nearly enough is being done to prevent crimes committed by females in the country. Ethically and morally it is the role of every individual in the country to prevent crime in different communities by teaching young ones about proper behaviour and reporting crime committed to relevant authorities. In addition, it is vital to offer support to both victims and offenders in the process. Authorities need to know that crime committed by females is increasing greatly in the country, and the South African Police statistics do not make reference to this problem because of many problems which include lack of reporting, police discretion, and so forth.
Bahlabelelelani : why do they sing? : gender and power in contemporary women's songs.
(2008) Zondi, Nompumelelo Bernadette.; Magwaza, Thenjiwe S. C.
Certain cultural practices present unspoken questions to women. While women may not be free to state these concerns upfront I argue that they have always had some means of expressing themselves in creative ways about issues that affect them. One issue that is investigated in this dissertation is the question of why women sing. This study, therefore, examines one of the channels, which are songs, that women and rural women in particular employ to deal with their day to day living. To this end I have selected cultural songs as one of the ways of demonstrating how women negotiate their spaces in the culture. The study is based on a community of women from Zwelibomvu near Pinetown, South Africa but goes beyond this as I believe that women in general speak for the majority of other women especially with regard to issues around gender and power inequalities. Songs have been selected as a genre and as a special form of expression that women in particular find easier to use to raise issues that affect them in their daily lives. The three hour DVD rendition that forms part of this study captures a synoptic view of the amount of raw data found in this study. Through the medium of song, and strengthened by the stories that they share, Zwelibomvu rural women are able to get a sense of relief and consolation from the burdens that they have and which they would like to share. Presented as a two part field work process, the first process involves the collection of songs in ceremonies and occasions and observing an d being part of the occasions and ceremonies where the songs that are sung by women are performed. This process culminates in the production of the three hour DVD rendition that forms part of this study and which captures a synoptic view of the amount of r aw data found in this dissertation. The second part mainly involves interviews of categories of respondents in similar settings/districts observed where ceremonies were attended and attempts to provide some insight into why women sing and the question of gender and power in contemporary women’s songs. Finally, the last chapters involve an analysis of songs with regard to themes that emanate from these songs as well as a review on their oral composition.
Representation of Black African women's bodies in the soap opera, Generations.
(2008) Thabethe, Funeka E.; Magwaza, Thenjiwe S. C.
Feminists have always taken an interest in the manner in which the media represents women. This is due to the fact that the media is always accused of representing women in an unfavourable manner. If not under-represented, women are objectified or used to perpetuate negative stereotypes about women in general. Research demonstrates that the media has moved from under-representation of women. However, equal representation to men or overrepresentation of women does not necessarily mean correct representation. This dissertation is based on the soapi opera Generations, a soapie where female characters outnumber male characters. The purpose of this dissertation is to look at the manner in which black African women characters' bodies are represented. The women characters' bodies have been studied as social constructions with an underlying message. Foucault's ideas of subjectivity were employed to look at the unlimited possibilities as well as limitations of the body. Subjectivity when looking at bodies have been analysed through the flexibility of bodies to be changed through discipline, body gestures as well as adornment with jewellery and other accessories. Moreover, the underlying culture behind the various constructions was studied. The findings were that in the soapi opera Generations, the representation of women characters' bodies was highly influenced by western culture. The choice of a character's body size, hair texture and complexion is mainly that which is defined as beautiful in western culture.
Representations of women in Bollywood cinema : characterisation, songs, dance and dress in Yash Raj films from 1997 to 2007 / Nikita Ramkissoon.
(2009) Ramkissoon, Nikita.
This dissertation focuses on a content analysis through which representation of women in Bollywood cinema is examined. Bollywood has been a major point of reference for Indian culture in the last century and will undoubtedly persist for years to come. To an extent, Bollywood has shaped the way in which people read Indian culture as well as reflecting India's events, traditions, values and customs by the mere fact that it is a pervasive and inescapable force in Indian society. Women have been and to an extent still are represented as mere wallpaper in Bollywood films. Issues around gender, gender-based violence, femininity, women's rights and sexuality (outside of being a sexpot) are often ignored and in most cases, subverted. Feminist discourse in the west has taken this up in relation to Hollywood (cf. Mulvey, 1975; Kuhn, 1984; Kaplan, 2000) however, discussions of gender in eastern cinema has yet to be fully developed. Even though there is a body of work in this field (cf. Butalia, 1984; Datta, 2000) there is room for far more in-depth investigation. This study explores the ways in which women are represented and misrepresented in Bollywood cinema by looking at the main features which make Bollywood what it is: the stock characters, song and dance routines and elaborate dress. Each of these elements is discussed by using one or two films to illustrate the formula that is used in Bollywood cinema to undermine women.
The impact of living with Zulu pensioner grandmothers as household heads on the gender construction and sexuality of their teenage granddaughters.
(2007) Mangalparsad, Roshilla Sharitha.; Lambert, Michael.
African pensioner grandmothers and their teenage granddaughters constitute a vulnerable sector in our communities. Despite financial constraints these grandmothers struggle against great odds to provide a better life for their granddaughters. In such households, granddaughters are exposed to socialization strategies that are devised to cope with limitations. These strategies impact on the way they construct notions of gender and sexuality. Using qualitative research methodology to investigate the responses to interviews and questionnaires of a selected group of five female teenage learners and their grandmothers at a secondary school in Northdale, Pietermaritzburg, KwaZulu-Natal, I discuss how these learners and their principal carers construct gender and sexuality. I make use of postmodern principles to analyse the impact of changing household patterns and coping strategies on these young women. I discuss the gendered division of labour, their 'perceived' notions about femininity and masculinity and bodies. I focus especially on how grandmothers use their own construction of gender and sexuality in influencing their granddaughters by what they say and also by what they do not say. In this investigation, I include Western theorizing and traditional African teachings about gender construction and sexuality. This study demonstrates that gender is not innate but fluid and that constructions of sexuality can create docile 'feminine' bodies. However, there are indications that these young women are resisting the constructs of their grandmothers to create new discourses of their own. Female agency is a mechanism that can be utilized to generate new subjectivities.
IsiNgqumo : exploring origins, growth and sociolinguistics of an Nguni urban-township homosexual subculture.
(2009) Ntuli, Praisegod Mduduzi.; Meyiwa, Thenjiwe.
The emergence of gay subcultures in Africa can be attributed to the colonial entrenchment of homophobia and homophobic laws. This emergence of gay subcultures alongside the merciless homophobia necessitated the creation of secretive forms of linguistic communication amongst the sub cultured gays. Among the Nguni people of South Africa, isiNgqumo emerged as the lingua franca within the Nguni gay subculture. This study focuses on the Nguni gay subculture in Durban and the employment of isiNgqumo by township and city/urban Nguni gay men termed skesanas. 36 young Nguni homosexual men and one older Nguni man were the participants who were interviewed. The methodology that was used in this study was ethnography. The study also relied on a snowballing technique to access numerous of the 36 young Nguni homosexual men. The study found that the Nguni gay subculture of Durban is stratified throughout several places within Durban, it is not one geographical location. Two gay clubs and two gay salons were visited as they are some of the locations where the Nguni gay subculture is located.
Feminist analysis of the representation of female and male characters in selected drama plays in Ishashalazi.
(2009) Zuma, Ruth Nombuso.; Meyiwa, Thenjiwe.
This dissertation focuses on the textual analysis of the representation of female and male characters in the drama book Ishashalazi, based on the two drama stories: Kwakuhle kwethu! and Umninimuzi. Both of these stories depict male and female characters differently. The findings of this study suggest that the representation of male characters in the selected stories is generally in line with patriarchal attitudes and reflect women's suppression. Male characters are positively represented by most texts and reflect triumph, intelligence, and strength and these forms of representation affirm the traditionally held beliefs about men as rulers and heads of families. On the contrary, this study finds that the representation of women differs greatly from that in which males are represented. Women are given feminine roles represented negatively as failures or as being capricious and disrespectful of social norms. The division of labour into gender-hyper-specific roles widens the gap of differences in the representation of female and male characters. Situated in the imbalance representation is culture. Texts and Ishashalazi in particular, echo unequal representation of male and female characters by promoting the observation of cultural principles in the roles played by characters. African culture is the major phenomenon that promotes patriarchy and ensures that women remain suppressed by the rule of men. Such processes are perpetuated by texts that we read every day. Texts are powerful means of sending messages. It is through texts that social actions and processes are interpreted and acted. Thus textual meaning is both visible and invisible. Through analysis of the two drama plays the hidden meaning of text is disclosed and it is through this analysis that actions that promote the marginalization of women are challenged. Family is one of the institutions where women are oppressed on the pretext of culture (Cameron. 1990). The findings of this study allude to Cameron's observation that the roles assigned to female characters serve as a valuable clue to the constitution of women's silence. Roles represented by female characters in Ishashalazi do not gain the respect of the greater community instead, some (such as women who violate cultural principles) actually damage the reputation of women and tarnish their image. Thus culture oppresses women while giving opportunities to their male counterparts to dominate and exercise authority over women. It is with such social actions and processes that this study concerns itself. Sexist language and stereotypes used by society continue to pose problems that reflect negatively on women. In responding to such challenges this study analyses the representation of female and male characters from a feminist standpoint and calls for the emancipation of women and children.
From indentureship to transnationalism : professional Indian women in Durban, KwaZulu-Natal.
(2008) Jagganath, Gerelene.; Anand, Singh.
The study details the transnational migrations of a sample of professional Indian women from Durban, KwaZulu Natal within the context of their historical transition from indentureship to transnationalism, and their changing social identities. The study makes a contribution towards contemporary interest in the subject of gender and migration in the 21st century. As the Indian and Chinese diasporas expand in size through knowledge workers and investments their increased visibility in countries throughout the world has led to a commensurate level of interest in resettlement and identity building. This dissertation deals specifically with Indian women in the South African diaspora and their transnational links with first world nations, particularly the United Kingdom. Chapter One is a brief history of Indian women in South Africa since their arrival as indentured labourers in 1860. It provides glimpses into their roles as mothers, wives and daughters in the patriarchal Indian household and their eventual transition into the professions. Chapter Two problematizes migration research in South Africa based on the inadequacy of national databases, specifically with regard to the invisibility of racial, gendered and occupational data pertinent to the context of international skills and professional migration. Chapters Three and Four deal with the qualitative and quantitative aspects of the fieldwork conducted as well as the research experiences and challenges of the anthropologist. Chapter Five, Six and Seven form the core ethnographic analysis of the women transnationals as single, married, divorced and widowed professionals. The rising number of Indian women transnationals of varying professional backgrounds, marital statuses and age groups leaving Durban since 1994 has led to the rapid transformation of the conservative Indian household. Their migration to first world destinations overseas signifies the impact of globalizing forces on the demand for professional skills from developing nations such as South Africa, as well as the increasing desire of the women to seek security, career advancement and independence in social spaces that are less repressive and more financially rewarding. Chapter Eight concludes the study by showing how the women are agents in their own emancipation and how identities within the duality of transnational migration have become a fluctuating terrain of negotiation and reconfiguration in their personal relationships and social practices.
Sexual misconceptions that predispose African adolescent girls to HIV infection in Umlazi Township, Durban.
(2006) Ogana, Winifred Nyatima.; Reddy, Vasu.
This dissertation elicits focuses on sexual misconceptions which pose challenges to HIV/AIDS prevention and control among African adolescent girls in Umlazi Township, Durban. The study springs from the realisation that mere misconceptions related to sexuality could instigate risky behaviour resulting in HIV infection, and ultimately, result in premature death related to AIDS-related illnesses. Due to their physiological vulnerability, adolescent women are among a group at highest risk for contracting HIV in South Africa The study seeks, therefore, to understand how sexual misconceptions predispose girls to HIV infection against the context of gender, sexuality and reproductive health. The latter three issues are shaped by myriad forces working against the adolescent group. The study concludes with recommendations focused on challenging and removing sexual misconceptions with gender-sensitive interventions.
Transnationalism and the (re) construction of gender identities amongst foreign studies of African origin at the univeristy of KwaZulu-Natal in Durban South Africa.
(2010) Muthuki, Janet Muthoni.; Ojong, Vivian Besem.
The transnational migration of students is a vast yet under-researched area with most studies focusing on skilled and unskilled foreign immigrants. The transnational experience of studying outside their home country and constant negotiations of new social and cultural environments provides students with an opportunity to either challenge or reinforce their perspectives of gender. An examination of gender in a transnational context however continues to be a much neglected domain. Gender is salient in migration because not only do gender relations facilitate or constrain both men's and women's movements but they also structure the whole migration process including practices and the construction of self. This thesis interrogates the reconstruction of gender identities by foreign students of African origin at the University of KwaZulu-Natal (UKZN hereafter) in Durban South Africa. This study aims to contribute to the fields of gender and migration by examining ways in which gender shapes migratory flows and examining how migration shapes gender relations. Through exploring the tensions that students perceive and undergo and struggle with as they bring their own cultural insights , values and practices to a new context at UKZN, I seek to highlight the complexity of their gender identities as negotiated in a transnational context. By using an interpretivist theoretical paradigm which is a qualitative approach, I highlight how the communal process of the views and perceptions of the students and my multidimensional positionality intersected to produce knowledge. I also highlight the gender relations as an important dynamic in the data collection process. The body of data reveals that men and women cite different factors as influencing their propensity to migrate namely gender role socialisation on the part of the men and education and empowerment on the part of the women. In spite of the gender differences in facilitating their migration to South Africa, both men and women display resonance in terms of choosing South Africa and UKZN in particular as a study destination showing gender to be situational. This is in light of opportunity structures in place at UKZN that are available to both men and women thus enabling the foreign African women students to take advantage of opportunities they may not have had in their home countries The study also generates critical insights about the complexities experienced by these students as a result of immersing themselves in UKZN embedded in Durban a multiracial environment which is still a much divided society. I also examine how these students perceive and interpret gender norms in South Africa and how these gender norms challenge or support conceptions of gender norms in their country of origin. The themes presented in this study reveal that gender identity construction is related to the struggle over power and social status. A significant aspect of the findings was how the students were re-interpreting and re-defining their gender roles and expectations in the transnational space. Gender roles were enacted in different ways by students to express social status, position and power. This study also interrogates how the interplay of social ranking such as gender, class, ethnicity and nationality serve to construct several versions of masculinity and femininity in the transnational space. The exploration of the students' engagement with the gender discourse highlights the dilemma based on the dialectic between modern gender roles as a result of western education and maintaining traditional gender roles as a result of cultural upbringing. The study also explores the development of hybridised gender identities within the transnational space. In the course of the study religion was highlighted as key factor in influencing the ways in which migrants renegotiate their beliefs, practices and attitudes and personal as well as social identities in the host country. The study examined how religion informed the transnational students' ethnic and gender-based identities and their experiences of social life and their appropriations of religion to form alternative identities.
Moffies, stabanis and lesbos : the political construction of queer identities in southern Africa.
(2005) Reddy, Vasu.
This dissertation focuses on discursive constructions of sexuality (in particular homosexuality). This study is not a social history, nor does it explain and motivate the existence of homosexuality. Rather, the project explores the regulatory public discourses of homosexuality in Southern Africa in relation to historical events and archived texts. (Southern embraces primarily South Africa although one chapter foregrounds neighbouring African countries in the Southern region). Applying recent studies in queer theory to a number of events, issues and sources, I formulate a critical methodology that demonstrates the political construction of homosexuality. I argue that the emergence of political queer identity has its roots in the apartheid State, and show how these identities are politically grounded (and indeed) reinforced In the post-apartheid project. The study conceives homosexuality as a 'queer identity' that resists and subverts heteronormativity.
Impoliteness in context: impoliteness, gender and construction of identities at a South African university.
(2007) Ige, Busayo Olamide.; De Kadt, Elizabeth.
This thesis explores gender and impoliteness in the multilingual and multicultural context of the University of Natal, South Africa. My study uses respondents' perceptions of impoliteness to investigate how male and female students of different African cultures and language backgrounds construct and reconstruct their identities through their choices to use the languages available at the University of Natal. The study was motivated by a perceived dearth of research into gender-sensitive accounts of multilingual situations. The goal of this study is to contribute to the understanding of the invention of identities in a multilingual, multicultural and multiracial environment, while interrogating the relationship between impoliteness, whether perceived or intended, and the gendered identities available to the different African subgroups at the university. Hence the thesis reviews recent theoretical approaches to intercultural communication, impoliteness and gender, and attempts to identify a suitable framework for the understanding of gendered aspects of multilingualism in the university. A combination of qualitative and quantitative research methodologies was adopted for the study. I used several modes of data collection which included indirect observation carried out through the reporting of perceived impoliteness, questionnaire surveys for evaluations of instances of impoliteness and focus group discussions with different categories of students. Discourse analysis was drawn on for the presentation of the data. The body of data reveals that while there are some general perceptions of impoliteness amongst the students that transcend culture and language diversity, differences in the perceptions of and responses to impoliteness impact greatly on the ability of individuals to communicate effectively. The study shows that the different groups identified in the study: Zulu bradas, dilute males, Model C guys, diverse males, modern Zulu women and decisive females, whilst they are attending university, decide on and construct their identities according to their preferences. This is not necessarily a matter of their original cultural identity, especially in the case of the modern Zulu women, decisive females and Model C guys. A range of different identities from which the individual may choose is made possible at the university, given that the university has its own, non-ethnic culture. The preferred identity varies amongst the students: for instance, the Zulu bradas' desire to be seen as 'traditional' pushes them to construct a 'traditional' - as they see it - Zulu identity. The decisive females in contrast are far less culture-conscious and construct an identity that is related to their personal needs. Consequently, some respondents construct communal and others individual identities. The students' interpretations and judgements of impoliteness reveal that the preferred identities influence their evaluations of behaviour. Similarly, the gender of perceiver or speaker may influence the interpretation and assessment of the degree of impoliteness. A majority of the male respondents draw on gendered cultural expectations in their judgements, while the female respondents were more egalitarian in their approach. Identity in this study emerges as crucial for the understanding of impoliteness. The study further shows that whenever the individual's constructed identity is seen to be under attack, a student may respond with equal impoliteness to defend him/herself. While this research is specifically located in the context of the University of Natal, it is relevant to the South African workplace today, where linguistic and cultural diversity may enhance or impede racial integration and gender equality.
Mass rape in north and south Kivu provinces from 1996-2001: understanding the reasons for ongoing sexual violence against women in the Democratic Republic of Congo conflicts.
(2009) Kilimani, Lambo II.; Leclerc-Madlala, Suzanne.
This study investigates the factors behind the mass rape of women from 1996-2001 in North and South Kivu provinces during the 1996-2003 armed conflict in the Democratic Republic of Congo. Atrocities against women have always been a significant concern in feminist agendas and discourses. In time of peace as in time of war, women remain at the center stage of male violence. The Democratic Republic of Congo conflicts are reported to have killed more people than in Iraq, Afghanistan and Darfur combined. Sexual violence against women in North and South Kivu, DRC is believed to be the worst in the world. Women in these two provinces were raped, forced into prostitution, mutilated, and to some extent, subjected to further inhumane acts such as shooting and the introduction of objects into their private parts. HIV and AIDS, and other sexual transmitted diseases constitute some of the extra diagnosis associated with the victims. Yet, to date, no one understands why these women continue to be raped on a daily basis. The 1996-2003 Congo conflict has witnessed the involvement of several countries such as Angola, Burundi, Rwanda, Uganda, and Zimbabwe. Yet, none of these interventionist countries have ever condemned sexual atrocities committed against women in DRC, in general and in North and South Kivu, in particular. Despite having a democratically elected government and legitimate institutions such as courts of law and tribunals, crimes of this kind committed against women continue unabated. The policies of militarism and wars either intended for regime change or in the pursuit of the world's resources have increased the threat of armed conflicts which expose women to rape. The continuation of sexual violence in these two provinces has led to the view by many media groups and humanitarian organizations that rape is used as a weapon of war. The Constitution of the DRC prior to the conflict was biased towards women. The post conflict Constitution approved in February 2006 is theoretically accommodating of gender-based discrimination. Nationally, impunity for rape perpetrators has become a norm. Internationally, rape has long been mischaracterized and diminished by military and political leaders which lead to the belief that there is a strong undercurrent of patriarchal phenomenon involving many global institutions of power. The implication of discriminating, gender-based provisions in the constitution and the failure to implement policies that empower women has most of the time strengthened the social construction of masculinity and its idolization which are perceived as the social roots of violence against women during wartime. In many armed conflicts similar to that of the North and South Kivu, women have always been the victims. Yet, men involved in combat have often negotiated peace between themselves rather than justice for the victims. Justice for women in this part of the world remains elusive.
Rethinking ecofeminism : Wangari Maathai and the Green Belt Movement in Kenya.
(2006) Muthuki, Janet Muthoni.; Reddy, Vasu.
Issues of the environment have received increasing attention as demonstrated by the rise of the ecological movement in response to the threat of overpopulation, intensive agricultural methods and chemical pollution, all of which are reinforced by industrialization. Ecofeminist theories assert that industrialisation and capitalism have resulted in the oppression of both women and nature. Ecofeminism therefore represents a critique of patriarchal frameworks as well as a grassroots political movement with strategies to bring about an ecological revolution. However, ecofeminism as articulated in the West has been criticised for homogenizing and essentialising women. This study conceives ecofeminism from an African perspective by examining the work of Maathai and her Green Belt Movement (GBM) in relation to the Kenyan context. The study examines the effect of hegemonic practices such as colonialism and capitalism on the environment and gender relations. The study motivates the argument that Maathai's GBM offers a critique of industrialism and capitalist patriarchy occasioned by colonialism as well as a response to sustainability. The study advances the argument that the GBM represents a rethinking of the homogenizing imperative of western ecofeminism. The central hypothesis of this article is that Wangari Maathai's GBM is an African ecofeminist activism, which through environmental issues and interventions highlights gender relations and challenges patriarchy within national and global ideological structures.
An investigation of gender discrimination against South African women educators of Indian descent.
(1991) Pahliney, Kethamonie.; Posel, Rosalind.; Morrell, Robert Graham.
Claims of gender discrimination by women educators in South Africa were investigated through an examination of specific issues surrounding the employment of women educators of Indian descent. These include maternity leave, housing subsidy, pension scheme, medical aid, salaries, merit awards and promotions. The study is located within the context of the general oppression of all women in society. The analysis used the sexual division of labour as its central focus. Since the subjects under investigation were members of a minority ethnic group, factors such as their cultural heritage, race, and class difference were considered an integral part of the analysis. The study assessed the validity of each of the claims of discrimination through an examination of official documentation such as the Principal's Handbook and staff circulars relating to teachers' conditions of service, regulations and occupational incentives. Wherever possible, the claims were empirically examined through an analysis of the responses obtained from a sample of educators. Cross-tabulations and Chi-square analyses were used to test the claims statistically. Participation in a union as a possible organising strategy for women educators in their challenge of gender discrimination is suggested. A list of recommendations for the amelioration of gender discrimination against women educators is presented at the end of the study.
A gendered approach to media narratives within the English classroom at secondary school level
(1999) Singh, Akashnie.; Prinsloo, Jeanne.
No abstract available.
Entering the teaching profession as a woman : some student perceptions.
(1992) Shepherd, Maryna Bell.; Moller, Valerie.; Morrell, Robert Graham.; Posel, Rosalind.
The overall aim of this research is to probe, and attempt an understanding of, women student teachers' choice of teaching as a career. Because of various limitations, this research is no more than an exploratory study, which, hopefully may contribute to a deeper appreciation of teaching as a worthy career. This researcher's own feminist perspective has determined the questions asked in this study. Both quantitative and qualitative research was undertaken, in order to answer the central question of this research: How do some women students at Edgewood College of Education perceive the teaching profession and their role in it? It became obvious that teaching is perceived by too many as a short term job, rather than as a long-term career; but when circumstances governing teachers' employment, coupled with the influences of a patriarchal society are considered, this perception is perhaps not unexpected. Some tentative recommendations are offered to counter this negative perception of teaching as a convenient, but temporary job for women.
Teaching gender in English literature at a South African secondary school in KwaZulu Natal (KZN)
(1998) Singh, Naveen.; Morrell, Robert Graham.
Work on gender in education has only recently gained impetus in South Africa. The GETT report (1997) draws attention to the paucity of context-based and qualitative research in this area particularly with regard to the extent to "which knowledge, skills and attitudes developed by boys and girls through schooling are gendered, and the extent to which such factors as ... teaching practices and out-of-school experiences are involved" (GETT, 1997: 116). It was in specific response to the above area of concern that this project was conceived. In this light, the project provides a detailed analysis of a classroom in which the teacher taught (what she considered) a seemingly innocuous, 'gender neutral ' short-story to a grade 10 (standard eight ) class. An in-depth examination of how pupils interacted with the short-story as well as the teacher's approach to the text was undertaken to establish how a gendered discourse was generated and how that discourse fed into, or undermined, dominant hegemonic gender practices. In addition, a closer look at interactional processes (that is, learning styles and strategies; and teacher-pupil and pupil-pupil interaction) was conducted to uncover whether gender was implicated in their operation within the classroom. Hence, the project constitutes an attempt to explore the extent to which the text, pedagogical practices, and out-of-school (lived) experiences were involved in shaping the pupils' knowledge and understanding of their gender identities. The particular class of forty grade 10 pupils who formed the main focus of the study came from an ex-House of Delegates (HOD) secondary school at which I am presently a senior teacher of English. The school was established in 1961 in Asherville, a middle- to working class Indian residential area about 5 kilometres west of Durban's Central Business District. The school serves about 950 pupils from the surrounding areas of Clare Estate, Overport and Sydenham. It must be borne in mind that despite its location, there are pupils from as far as Umlazi, Chesterville and Kwa Mashu which are former apartheid townships for a largely African population. The complexity of this project required careful planning of the research design and methodology. The data drawn on here was collected using three different methods, namely, questionnaires; interviews; and classroom observation. The questionnaire was designed in a way to draw on the pupils' 'lived experiences' in order to understand how they positioned themselves with regard to the shaping of their ' masculinities ' and 'femininities'; and, to discover the kind of gender identities they were developing in response to the text. The primary aim of the interview phase was to solicit the pupils' attitudes towards their teacher's pedagogical approach to the text. It also involved participants reflecting on their own lives. The former was an attempt to understand how their sets of learned gendered experiences (which they brought with them into the classroom) interacted with the teaching-learning context. Because of my commitment to qualitative research, the data obtained was entirely the participants' personal reflections. The theoretical considerations underpinning the study are based on perspectives of gender and education with particular reference to the role that school textbooks play in the construction and articulation of gendered subjectivities and classroom interaction investigations of conversation (talk). Interwoven with the overall theoretical discussion will be post-structuralist feminist perspectives on language and gender. This contextual approach project demonstrated that the gendered meanings which were generated during the English lesson were deeply embedded in the variety of lived experiences and discourses that the pupils drew on to make sense of their lives. In other words, it showed how the text, pedagogical practices, and lived experiences interacted in shaping the pupils' gendered identities. Through the analysis of classroom interactional processes, it also became evident that although the teacher played a considerable role in influencing the pupils, they were not without agency as some of them were capable of resisting the ideologically hegemonic patterns and even influencing the teacher. Although constrained by some limitations, this research project has implications both for further research on discourse patterns in the classroom and for strategies to foster gender sensitive education. I believe that I have identified an important area in South African education which should be explored in much greater depth. Whatever the outcomes are of such comprehensive qualitative research, the urgency is still the same - to sensitise teachers to practices which subtly implicate gender differentiation in their operation within a classroom. It is hoped that teachers cognisant of the processes illuminated in the study may translate these insights into concrete action for change through collective efforts.
Socio-cultural constructions of gender roles and psychological wellbeing in farm-families of Ogun-state, Nigeria : exploring the complexities.
(2003) Sokoya, Grace Oluseyi.; Muthukrishna, Anbanithi.; Collings, Steven John.
The study set out to explore the complexities of the socio-cultural constructions of gender roles and psychological wellbeing in farm-families of Ogun state Nigeria. The intention of the study was to gain insight and understanding of the farmers' life experiences since farm-families are gendered institutions with peculiar needs, problems and aspirations. The study was motivated by a dearth of research on the constructions and determinants of psychological wellbeing and gender roles in farm-families. This thesis is therefore an attempt to fill the identified gap in knowledge, by generating empirical data on the socio-cultural constructions of psychological wellbeing and gender roles in farm-families. The thesis is essentially interdisciplinary in nature, drawing from and contributing to the bodies of knowledge in gender-based research, social psychology, family studies, developmental research, and agricultural extension. The inclusion of men's and women's views and perceptions, as opposed to a polarized view of men exclusively as the oppressors and perpetrators of female subordination is a poststructural feminist approach toward de-emphasizing gender dichotomies. In addition, the incorporation of children's perspectivesis due to recognition of family factors as determinants of children's gender identity construction, life outcomes, and the psychological wellbeing of the entire family. Research participants included forty adults (17 men and 23 women) and thirty-one children (17 boys and 14 girls), drawn from five farming communities in Ogun state Nigeria. These include: Kango, Ogijan, Boodo-Sanyaolu, Obafemi, and Ilewo-Orile. Adopting a qualitative research methodology, multiple methods of data collection were employed. These include life history methodology, in-depth interviews, focus group interviews, and interactive observation techniques. Although 'psychological wellbeing' is a difficult construct to define because of its complexity and high subjectivity, adopting the social representations' framework, the constructions,· meanings and determinants of psychological wellbeing and gender roles were allowed to emerge from the participants, within their peculiar socio-historical and cultural contexts. Findings reveal that the constructions of gender identity and gender roles in farm-families are the foundations of the internalization of gender ideals, socio-cultural constructions, psychological wellbeing and coping strategies. Children then grow up to become part of the society and continue the trans-generational perpetuation of gender ideals and reinforcement of gender stereotypes, and these have several implications for the psychological wellbeing of entire farm-family members. The problems of women-subordination vis-a-vis male-domination, therefore, have their roots in the socio-cultural constructions of gender, gender roles, and their ideological representations. Research outcomes thus provide basis for the development of sustainable culture-specific feminist strategies, which address the origins and foundations of gender stereotypes, as well as gender-sensitive and gender-specific interventions for the enhancement of farm-families' psychological wellbeing. The adoption of Yoruba terminology in the constructions of psychological wellbeing and related concepts in the thesis is the beginning of an innovative research process for inventing contextually meaningful and relevant Yoruba terminology for previously Western-based concepts. In this thesis for example, psychological wellbeing is construed as - ilera-okan, alafiaokan, ibale-okan, ilera pipe t 'okan-t 'ara; while stress and emotional disturbance are construed as - aibale-okan, iporuuru ati pakaleke okan. This is a unique contribution to knowledge.

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