This study investigated issues of gender discrimination in the Cacadu district of the Eastern Cape and the possible role that Community Learning Centres could play in mitigating gender disparities in this particular district. The aim of the study was to recommend ways in which Community Learning Centres could assist people in mitigating gender disparities in the Cacadu district of the Eastern Cape. The study examined scholarly and professional publications, both theoretical and empirical, that support or challenge the proposed focal area. The study was underpinned by post-colonial feminism. Contrary to Western feminism, post-colonial feminism is primarily concerned with the representation of women in once colonized countries.The paradigm deemed to be the most appropriate in undergirding this study was a post-colonial indigenous paradigm which can be seen as context based and inclusive of all knowledge systems. The research approach was qualitative and the research design adopted for the study was phenomenological. Two Community Learning Centres (Xola and Zodwa) located in a rural and an urban area respectively in the Cacadu district of the Eastern Cape were selected by purposive sampling. Data gathering was conducted through semi-structured interviews and focus group discussions. Three adult educators volunteered to participate in individual interviews and twenty-four adult learners volunteered to participate in focus group discussions. Findings indicated that Community Learning Centres in their attempt to promote equity and redress do not help people mitigate gender disparities in their daily lives in the Cacadu district of the Eastern Cape. Based on the findings, it was found that gender disparities emanate not only in the home, but also in Community Learning Centres in the Cacadu district of the Eastern Cape. Finally, strategies were identified in the form of educational practices, processes and developments to assist people to mitigate gender disparities in their daily lives in the Cacadu district of the Eastern Cape. Such educational strategies should be characterised by fairness, equality and the values embedded in social justice with reference to the role of women in society. / Educational Foundations / D. Ed. (Socio-Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/25962 |
| Date | 02 1900 |
| Creators | Tawana, Xoliswa |
| Contributors | Higgs, Philip, 1948- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xv, 219 leaves), application/pdf |
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