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School of Education

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    Are we there yet? exploring Black women academics’ experiences of navigating their belonging at a South African university.
    (2022) Ngcobo, Bongiwe Mayibongwe.; Hlatshwayo, Mlamuli Nkosingphile.
    In this research project, I explored and theorized women academics’ experiences of navigating and negotiating their belonging in a South African university. Through an exploratory case study, I purposely recruited 10 Black women academics to explore their experiences in higher education. To gain in-depth data and to respond to research questions, I used 25 qualitative semi-structured interview questions. I relied on intersectionality as a theoretical frame for analyzing and making sense of women academics’ experiences in the academy. The findings of this project reveal that women academics often must navigate and negotiate a deeply entrenched environment in colonization and micro-politics. The findings also show that women academics’ career progression is further negatively delayed by other factors such as the double burden of womanhood, marginalization, gender inequality, race, and inequality in higher education. I argue that there is need for some sector and institution-wide implementation, and possible policy interventions, for helping women academics enter, negotiate, and succeed at university. I also recommended that higher education institutions further draw attention to implementation and possible policies to have more women academics in an environment, which allows them to further their academic endeavors.
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    Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.
    (2021) Allu, Daniel Asilika.; Govender, Nadaraj.; James, Angela Antoinette.
    The cultural production and reproduction of discriminatory gender practices in education and in society has been a global and local concern, thus attracting attention in current debates. Therefore, knowledge theorization aims at questioning and interrogating the socio-historical and patriarchal gender practices in the 21st century. A global transformation of gender may be one of the vital paths to empowering woman and the marginalized in education. In this study, gender equity, which is a process of attaining equality, is obstructed by socio-cultural relations of power, linked to discrimination, domination and entrenched stereotyping in society and is particularly now a focus too in science and science education. Science has been considered a male domain; a liberal feminist analysis views the space of women in science and science education as emanating from a long history of oppression of females in a patriarchal society. Therefore, orientations related to patriarchy, sexuality and culture currently dictate classroom engagements in science education, which impacts on student’s intellectual and career progress. However, an exposure to the impact of gender stereotype and inequality in science education is a possibility towards the intellectual, political, and economic transformation of females. This study explores six Nigerian science educators’ reproduction and subversion of gender stereotyping in physical and life sciences classes and is located within the critical interpretive paradigm. The research methodology comprised qualitative methods using questionnaire, interviews, classroom observations, reflective journals, and collective reflections. A qualitative case study research design was used for the study. Then, I used purposive and convenience sampling techniques to select six experienced science educators with heightened gender awareness in a college situated in North Central Nigeria where the study was conducted. The narrative method employed captures the selection and experiences of science educators and allowed for a nuanced understanding of educators’ views about gender stereotype reproduction and subversion. The data were analyzed for themes using gender lens of Critical Theory (CT), Critical Feminist Reproduction Theory (CFRT) and Critical Consciousness Theory (CCT) regarding cultural production and reproduction and gender transformation. The findings reveal that the construct ‘gender’ is indeed social construction, repeated acts linked to identity construction of male and female science educators. In this study, educators in physical and life sciences classes are shown to implicitly and/or explicitly reproduce gender stereotypes, but sometimes to subvert discrimination, consciously and unconsciously. Furthermore, educators, especially the male pre-service teachers, collude to stereotype female pre-service teachers. Also, female pre-service teachers are equally complicit in their own oppression. It appears the science educators, male and female pre-service teachers are not explicitly aware of their complicit gender stereotyping roles in science education during teaching and learning engagements. It was observed that female pre-service teachers are often overtly deterred from participating in the science education space. The unconscious and conscious actions of stereotyping by educators towards their female pre-service teachers are likely to reinforce multiple oppressions in their charges that will impact their future teaching and gendered roles in class. A pedagogic transformative gender model of enabling a contradictory, transformative and political college space for science educators and pre-service teachers to negotiate power differentials for a new social gender order is then proposed for collective action.