Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education in the Department of Sociology of Education at the University of Zululand, 1995. / The purpose of this study was to measure the extent to which sexism and/or non-sexism is practised in Indian Schools, controlled by the HOD's Department of Education and Culture and then consider its implications for the education of the South African Indian females. Three methods of research-survey, questionnaires and interviews - were used to gather data from a population of 414 persons, comprising parents, educators and students The researcher intended to establish how these people perceive the influence and impact of sexism/non-sexism on the education of the Indian girls. The data were analysed and interpreted by the 'Triangulation Technique' to enhance the accuracy and the authenticity of the findings. The literature review revealed that sexism in education is universal. Most societies under-invest in their females' education; and although there has recently been equal access to education there has not been equal opportunities to both the sexes. Little information on sexism in Indian education was available. In the historical review of the education of the Indian females, three distinct periods of governmental control were identified - Natal Colonial Government (1860-1910), Union Government (1910-1961) and Republican Government since 1961. In each period the parents and the government had discriminated against the Indian girls and under-invested in their education. Theoretical perspectives on sexism and the practices of sexism and/or non-sexism obtaining elsewhere In the world were presented. This exposition focused on the construction of gender, sex-role stereotyping how the school perpetuates these gender differences, and how education is planned and dispensed to empower the males and disempower the females. Comparisons with the Indian situation in South Africa revealed a close resemblance in the way sexism works. This research demonstrated a confirmation of the sexist practices. The main findings revealed that : the HOD's Department of Education and Culture is sexist; the schools do not overtly practise sexism but the status quo reveals sexism; the differentiated curricula are designed to covertly empower the males over the females in the workplace and the wider society; the Indian parents and the government still under-invest in the girls' education; although the Indian parents now value the education of their daughters, they could still sacrifice it in favour of their sons; sexual harassment occurs at schools and the school population is not fully aware of the institutionalised sexism in Indian education. Emerging from these findings are the following recommendations: integrate schools on non-sexist lines desist from sex-role sterotyping and allocating work according to sex at schools conscientize and transform the school population adopt open curricula at schools empower women teachers use non-sexist language and literature at schools deal effectively with teenage pregnancy encourage women to engage in wage labour include parents in restructuring education.

Thesis (M.S.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

There is evidence that primary schools are important places where gender inequalities are prevalent. The aim of this study was to explore how gender relations amongst grade two boys and girls in an African junior primary are constructed. It investigated how gender relations amongst 7/8 year old grade two boys and girls in an African Catholic junior primary school situated in Mariannhill, Durban, are constructed. It explored the process through which young township boys and girls attach meaning to gender and forge their gender identities. In this study young boys and girls were active agents in the construction of their gender identities. This study adopted a qualitative approach. Observations and unstructured interviews were used as methods of collecting data from grade two boys and girls. Purposive sampling was used in selecting seven boys and seven girls to participate in group interviews. The study focussed on micro dynamics of boys and girls pertaining to friendships, sexualities, play, violence, religion, classroom chores and school subjects in a detailed analysis. It showed that gender equalities are pervasive in the little cultural world of grade two boys and girls. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

No abstract available. / Thesis (M.A.)-University of Natal, 1999.

Thesis (Ed. D.)--Lehigh University, 1997. / Includes vita. Includes bibliographical references (leaves 96-103).

Thesis (Ph.D.) - University of Queensland, 2005. / Includes bibliography.

Thesis (Ph. D.)--Illinois State University, 2004. / Title from title page screen, viewed May 18, 2006. Dissertation Committee: Matthew S. Hesson-McInnis (chair), John B. Pryor, Eros R. DeSouza, Adena B. Meyers, Kathleen McKinney. Includes bibliographical references (leaves 130-152) and abstract. Also available in print.

Knowledge production or research in South Africa, as elsewhere in the world, does not occur within 'innocent' spaces devoid of personal, social, political, economic and cultural contexts. Research in the Humanities and Social Sciences has been largely the domain of white, male academics operating within positivistic, western, or eurocentric paradigms that have consequently cast all differing modes of knowledge production as 'other'. Research has been 'normalised' within particular frames of reference that have often served to marginalize knowledge production emanating from other contexts such as a feminist perspective or a black perspective. This thesis presents a critical analysis of the participation of women academics in research in the Humanities and Social Sciences in South Africa. I argue in this study that the discourses and practices of the academy have traditionally operated to marginalize, and continues to marginalize women effectively excluding them from the arena of research. Whilst there are many studies that have been conducted investigating women in academia, the emphases have been essentially on establishing baseline data such as the numbers and positions women occupy and explanations for the situations that exist. There are, however, very few studies that have extended the analysis to focus on women as researchers and knowledge producers within academia as is the case with this study. I also advance the analyses by arguing for a shift from the widely accepted conceptions that cast women academics as the problem and focus attention instead on the often hostile culture or climate of academia. I argue further that the historical exclusion of women and more especially black women, from the production of knowledge or research has contributed to the exclusion of women from positions of power in the social, cultural, political, economic and academic contexts. My own passion for these issues is directly linked to a conviction that in its public absence, and in the assumption that knowledge about gender is largely irrelevant to the possibility of social justice, lies some of the deep roots of women's complex degradations. This study grew out of my participation in the former Centre for Science Development's (now part of the National Research Foundation) audit of women academics and researchers in the Humanities and Social Sciences in South Africa and was carried out in three phases. The first phase entailed a secondary analysis of the audit data, drawing comparisons between the national findings and the findings for the province of KwaZulu-Natal. Besides conducting a general analysis the data was also disaggregated according to the historically designated racial categories to establish how black women, in particular, were faring. Having established a statistical picture, the second phase was concerned with exploring the qualitative understandings of women academics in research, through the eyes of six black women academics from KwaZulu-Natal. The six women in the study were selected from the University of Durban-Westville, the University of Zululand (both historically disadvantaged institutions) and the University of Natal (a historically advantaged institution). Although it is my contention that all research is necessarily autobiographical, the third phase of the study turned my 'subtext' of being the researcher who is simultaneously 'other' into 'text'. In the autobiographical data I author and reflect on my own experiences as an academic and researcher who is 'other'. Conducted in a style that challenges the mainstream or what is described as 'male-stream' conventions and understandings of research practice, I inscribe the personal into the 'scientific' by employing an autobiographical, feminist 'gaze' throughout this study. The narrative style of communicating parts of the study to the audience, and my attempt to blur the divide between researcher and researched, express a significant feminist desire to infuse the generic aspects of feminist theory, feminist methodology, feminist practice and feminist politics into each other. Finally the insights gained from this study about the general participation of women academics in research and more especially, the position and experiences of black women academics, including myself, achieve many objectives. Not only does it provide baseline information for the province of KwaZulu-Natal in relation to the national trends but also serves to unpack this baseline information with respect to the historically designated racial categories and deepens our understandings of the problems through insights into the day-to-day lived experiences of black women in particular. All of which are integral to informing equity and redress initiatives designed to bring about transformation and democratisation in the arena of research in the humanities and social sciences. / Thesis (Ph.D.) - University of Durban-Westville, 2000.

The video 'Live Performance' is a play that was performed as a read-aloud dinner theater experience by a group of women principles to a Nova Scotia audience in educational administration. The CD includes the play script. / Thesis (PhDEducation)--University of South Australia, 2003.