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Combating gender stereotyping in the science and technology classrooms of a primary school

Gender stereotyping is a phenomenon found in all spheres of life. School children often have to bear the brunt of these prescribed roles and stereotypes. This study includes a literature review of the characteristics of a professional educator as well as the theoretical background on gender issues. It employed Participatory Action Research as a strategy with the aim to empower teachers to improve their classroom practice, and ultimately, to improve the teaching-learning dynamics for learners in the science and technology classrooms. The participants, who are science and technology teachers, are vastly different people whose one common goal it was to empower themselves and to change their classroom practice on a continuous basis. The study looks at some of the beliefs these teachers now hold after the intervention for promoting gender equality in the classroom. Science and technology are the domains of historically male-dominated fields, and by means of this study I aim to equalise the learning opportunities for both boys and girls. / Comparative Education / M. Ed. (Comparative Education)

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/4244
Date11 1900
CreatorsVan der Merwe-Muller, Lorna
ContributorsVan Niekerk, Magdalena Petronella
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeDissertation
Format1 online resource (xi, 153 leaves) : ill.

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