Raising Consciousness of Gender Oppression through a Transformed Curriculum

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2020-11-01 DOI:10.1080/18146627.2021.1979894
K. Teise, Emma Groenewald, Anthony Mpisi
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Abstract

Abstract Since South Africa’s transition to democracy, numerous policies have been enacted to address gender oppression. Taking its cue from the country’s constitution, these policies and acts, such as the Higher Education Act (1997), aim, in particular, to promote social justice by addressing gender imbalances in society. Likewise, the vision of Sol Plaatje University includes advancing social justice by addressing gender oppression. The prevalence of various types of violence against women suggests that South African women are still being oppressed; it also points to power imbalances within society that are aimed at maintaining the status quo. This paper seeks to explore the value of an education module at Sol Plaatje University to raise the consciousness of first-year education students about gender oppression. Data were generated through three reflective narratives, through which six students from diverse ethnic and linguistic backgrounds were requested to reflect on and narrate their socialisation and their experience of the module. We used Harro’s (2000b) cycle of socialisation and Love’s (2000) cycle of liberation as lenses to make sense of the students’ experiences of gender and the module. Indications from the narratives are that this particular module has the potential to raise student teachers’ consciousness about gender oppression.
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通过课程改革提高性别压迫意识
摘要自南非向民主过渡以来,制定了许多政策来解决性别压迫问题。根据国家宪法,这些政策和法案,如《高等教育法》(1997年),尤其旨在通过解决社会中的性别失衡问题来促进社会正义。同样,Sol Plaatje大学的愿景包括通过解决性别压迫问题来促进社会正义。各种暴力侵害妇女行为的普遍存在表明,南非妇女仍然受到压迫;它还指出了社会内部旨在维持现状的权力失衡。本文试图探索Sol Plaatje大学教育模块的价值,以提高一年级学生对性别压迫的意识。数据是通过三种反思性叙述生成的,通过这三种叙述,来自不同种族和语言背景的六名学生被要求反思和叙述他们的社交活动和他们对该模块的体验。我们使用Harro(2000b)的社会化周期和Love(2000)的解放周期作为镜头,来理解学生的性别体验和模块。从叙述中可以看出,这个特定的模块有可能提高师生对性别压迫的意识。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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