This dissertation is a contribution to understanding the relationship between schooling and gender inequality. The study explores how gender as a social relation is organized and embedded in the daily experiences of classroom life and in the discourses of people who dwell there. The study deals with how classroom encounters contribute to the reproduction or transformation of gender categories and how students' and teachers' discursive practices build and support patriarchal structures. The study is grounded in critical education theory, feminist theory, and ethnographic research. The specific site for the study is the knowledge area described as the Practical Arts, namely home economics and technical studies. The research is limited to a single Grade 8, coeducational, home economics and technical studies program in an inner-city, multi-ethnic, secondary school in western Canada. Evidence is based on participant observation of classrooms, for one school year, with one group of students as they proceed through a combined home economics and technical studies program. Evidence is also obtained through interviews with students and teachers. The study illustrates how classroom practices support the patriarchal structures of division of labour, violence against women, and sexuality. The study shows how the students' and teachers' discursive practices produce girls and women, and less powerful boys, in subordinate positions and as objects of regulation. As well, students' previous experiences in domestic and technical work, and classroom discourse, produce and support the division of labour. The study shows how the conditions of teachers' work, their authoritarian, product oriented approach, and their powerful, institutional discourses grounded in biological and psychological development and equality of educational opportunity, prevent them from challenging patriarchal structures. Although the study shows how students and teachers are actively engaged in the production rather than the transformation of traditional gender relations, it also shows how patriarchy is incomplete: there were divisions within gender categories and there were many contradictions. The study shows how power relations are not static - they are constantly in process of negotiation, thereby opening possibilities for social change. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Gender bias, as well as other forms of discrimination, have been deemed unacceptable by today's standards. Research indicates that while it is not obtrusive, gender bias in the media is pervasive and potent. Textbooks are a communication medium which not only convey the requisite knowledge of a particular subject, but also, subliminally, norms and expectations of behavior for individuals in society. These subliminal messages, sometimes termed the hidden curriculum, may serve as inhibitors of an individual's aspirations and goals. The purposes of this study, therefore, were to analyze current kinesiology literature to determine if gender bias was present and if so, was the gender of the author associated with the presence of bias. A third purpose was to compare the results of this study with previous related research.

This thesis describes the casualisation of teachers' work (in Greater Durban) during the period of the democratic transition in South Africa. It provides evidence that contract teaching exists among men and women teachers employed in primary and secondary schools. These teachers are relegated to the secondary labour market with low income, poorer working conditions and lack of job security. It begins by adopting an electic theoretical approach, combining labour process and interactionist theories, to understand teachers' work. From this eclectic theoretical perspective, it is argued that contract teachers control and influence over their work is considerably eroded by the casualisation of the teaching labour process. However, unlike existing international studies, it is argued that casualisation of teaching in the Durban area serves not only as a deskilling process for most contract teachers but also as a re-skilling process for a few. Furthermore, this study shows that contract teaching has a gendered dimension. Not only because women teachers are mostly affected by casualisation of teaching but that it tends to relegate women to the primary school system where they teach young children. It is therefore argued that the casualisation of teaching extends women's mothering role into the classroom. The historical basis for casualisation of teaching, in South Africa, especially its gender dimension is a result of the 'Marriage Bar 'of 1912, the legacy of the Bantu Education system and the non-standardisation of teachers' qualifications until the 1980s, as well as the education policy flux during the period of political transition. Because contract teaching has existed over a long period, it has to be acknowledged as a sub-category of the national teaching corps. This means that the contribution of contract teachers towards the formation and transformation of the capacity to learn should not only be recognised and accordingly rewarded by education authorities but that casualisation of teaching should constitute an area for further academic research. / Thesis (M.Ed.)-University of Natal, 1998.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Njoki Wane.

This thesis examines how composition studies have been, and continue to be, shaped by the cultural values of exclusion; this field is "continually magnif[ied] and reproduc[ed] in the complex social conditions connected with those values in fundamental ways much like educational systems in general."

Summaries in Afrikaans and English / Die Bruinvrou in die onderwys het 'n besondere rol om te vertolk veral in die !ewe van die volwassewordende kind asook in die hele skoolopset. Die doel van hierdie ondersoek was om hierdie rol te bepaal. Tersaaklike gegewens is verkry deur middel van Iiteratuurstudie, die outobiografiese teks, onderhoude asook vraelyste. Deur die inligting bekom, is vasgestel dat die omstandighede waaronder 'n groot gedcelte van die Bruinonderwyseresse werk, nie altyd gunstig is nie. Baie Bruinlccrclcrs woon in sosio-ekonomiese agtergeblewe gebiede waar misdaad en bendebcdrywighedc aan die orde van die dag is. Waardestelsels, leefstyl van die subkultuur, onvoldoende materiele versorging en gebrekkige opvoeding veroorsaak steuringe in die leerders se ingesteldheid teenoor die skool. Haar vrouwees laat die onderwyseres baie empatie toon in haar opvoedingskommunikasie met die leerder. Sy poog om toereikend na sy behoeftes om te sicn. As medcganger help sy die leerder om elke mylpaal wat hy bereik, te beskou as die begin van 'n ander. Deur haar meelewendheid word veral die milieugestremde Bruinkind se menswaardigheid erken. Baie bruinleerders het aangedui dat onderwyseresse rolmodelle vir hulle is. Sommige onderwyseresse word verplig om jarelank dieselfde graad te onderrig. Aangesien hulle so 'n betekenisvolle rol in die volwassewording van die kind speel, is dit nodig dat hulle ervaring opdoen van die verskillende grade in die skool. Die vrou is baie veelsydig en het moontlikhede wat tocreikcnd aangewend kan word in al die fasette van die skoolopset. Sy kan '11 baie belangrike bydrae lewer in die organisasie en administrasie van die skool as sy die geleentheid gebied word. Haar ingesteldheid op die menslike en die belangrikheid van gesonde verhoudinge asook haar hoe pligsbesef dui daarop dat die onderwyseres by magte is om 'n uitstekende onderwysleier te wees. Nieteenstaande die feit dat onderwyseresse volgens statistieke oorverteenwoordig is in die onderwys, is hulle onderverteenwoordig in bestuursposte. Alhoewel die Grondwet van die Republiek van Suid Afrika 1996, gebaseer is op die beginsels van gelykheid en menswaardigheid, is seksisme en diskriminasie op grond van geslag nog steeds ernstige struikelblokke vir die onderwyseres op haar weg na beter vooruitsigte in die onderwys. Aanbevelings vir praktykverbetering asook verdere navorsing is gemaak. / The Coloured woman in education has a particular role to play, especially in the life of the child growing towards adulthood as well as in the school in general. The aim of this investigation is to determine that role. Relevant information had been obtained by means of literary sources, autobiographical texts, interviews and questionnaires. Having obtained this information, it was established that the circumstances in which a large proportion of Coloured female educators work, are not always favourable. Many coloured learners live in socio-economic disadvantaged areas where crime and gangsterism prevail. Value systems, lifestyles of the subculture, inadequate material care and a serious lack of education are causing disruptions of learners' inclination towards the school. Being a woman enables the female educator to show considerable empathy in her pedagogic communication with the learners. She endeavours to sufficiently provide in their needs. As pedagogic accompanist she assists the learner to see every milestone that he/she achieves as the basis for another. Her involvement brings about an acknowledgement of the human dignity of the milieu-deprived Coloured child. Many coloured learners have indicated that their female educators are their role models. Some female educators are compelled to teach the same grade for years. Their significant role merits experience of teaching the various grades at school. Women are very versatile and have potential which can be utilized adequately in all the facets of the school situation. They can make very important contributions towards the organisation and administration of the school as a whole, given the opportunity. Their focus on human nature and the importance of sound relationships as well as their high sense of duty are indicative of the ability female educators have to become excellent leaders in education. They are nevertheless under-represented in educational management positions. Although the Constitution of the Republic of South Africa, 1996, is based on the principles of equality and human dignity, sexism is still a stumbling block in the path of female educators. Recommendations for an improvement m educational practice as well as further research were made. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania. / AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië. Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer. Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël. Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole.

published_or_final_version / Education / Master / Master of Education

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references. / Electronic reproduction. / Also available by subscription via World Wide Web / x, 243, 14, [20] leaves, bound forms 29 cm

Bibliography: leaves 396-422 / v, 422 leaves ; 31 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1992