Ambitious but constrained: An exploration of the plight of the Zimbabwean girl child towards gender sensitivity as a 21^st century pedagogical imperative for education

Mutekwe E* and Zikhali J

University of Johannesburg, Auckland Park Kingsway campus, South Africa

*Corresponding Author’s E-mail: edmorem@uj.ac.za

Accepted 15 October, 2012

Abstract

The 2004 Gender Policy in Zimbabwe was formulated to promote the attainment of social justice, equality and equity in all spheres of society. However, gender biased practices have remained rampant in education. Patriarchal practices and the educational curriculum are used to maintain the status quo of patriarchy as a form of gender imbalance within society. This paper reports on a study that examined gender insensitivity in classroom instruction. Lesson observations and focus group interviews were used to gather data from a sample size of 20 female student teachers purposively sampled from four teacher education colleges in Zimbabwe. Data analysis was conducted through the use of simple lesson content in a hybrid-grounded process and critical discourse analysis of the views of both lecturers and students in classroom interaction situations. Their practices reflected in lessons and views expressed in focus group discussions revealed taken- for- granted patriarchal dispositions. The conclusion pleads for pre and in-service professional teacher development programmes that can sensitize both trainee and practising teachers to the nature of their thinking and practices and help them devise strategies that are aligned to policy.

Keywords: Teacher education curriculum, gender sensitivity, gender blind, discourses, inequality, structure and agency, social enactment approach, twenty first century pedagogical imperative.