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Deevia Bhana Thokozani Nzimakwe Phumzile Nzimakwe 《International Journal of Educational Development》2011
Understanding the ways in which young boys and girls give meaning to gender and sexuality is vital, and is especially significant in the light of South Africa's commitment to gender equality. Yet the, gendered cultures of young children in the early years of South African primary schools remains a, marginal concern in debate, research and interventions around gender equality in education. This, paper addresses this caveat through a small-scale qualitative study of boys and girls between the ages, of 7 and 8 years in an African working class primary school. It focuses on friendships, games, and violent gendered interactions to show how gender features in the cultural world of young children. Given that both boys and girls invest heavily in dominant gender norms, the paper argues that greater, understanding of gender identity processes in the early years of formal schooling are important in, devising strategies to end inequalities and gender violence. 相似文献
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Deevia Bhana 《Africa Education Review》2016,13(2):17-30
By drawing on a theoretical framing based on the geography of encounters, this article examines how students give meaning to racialised encounters on campus. These encounters are mediated by long established notions of difference based on power inequalities where race remains a powerful source of difference. However, race is not simply enacted but produced as it weaves through student friendships, heterosexual partnering and through language. By focusing on the construction of race in student encounters on campus, the article uncovers the points at which students produce relations of inequalities, their contestations and the continuities in racialised power structures. The article concludes by pointing to the value in understanding the race-friendship-heterosexual-language tension, which might help work towards understanding and addressing inequalities based on locally relevant interventions on campus. 相似文献
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This paper examines young South African school children’s understanding of HIV/AIDS. Based on ethnographic work in two schools in Greater Durban, it explores the impact of HIV/AIDS on the ways in which gender and sexuality are articulated against the backdrop of race and class specific contexts. The first part of the paper examines the children’s discourses of sex, sexuality and HIV/AIDS. We show that young children’s meanings of sex, sexuality and are not straightforward and are actively produced and defined through a range of social processes. These processes shape the extent to which young children experience sexuality within discourses of fear and pleasure. Young children’s meanings of HIV/AIDS are explored in the second part of the paper. Here we show how their knowledge of HIV/AIDS is socially structured through class/race and gender and these forms of social relations provide the framing and reference points for children’s constructions of meanings around HIV/AIDS. We finish the paper by raising some theoretical and practical/political questions about the implications of what we have found for HIV/AIDS education in South Africa. 相似文献
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This article focuses on how male and female primary school teachers’ account of the suitability of male teachers in early years or Foundation Phase (FP) of schooling. We draw from an in-depth qualitative interview-based study to examine how ideals around hegemonic masculinity have effects for the characterization of FP within traditional feminine qualities such as nurturing and caring for children. These qualities contrasted with hegemonic masculinity and fuelled the disassociation between men and teaching young children. We found that whilst men had the responsibility to provide financially for children, their involvement in childcare duties was linked to low-status work gendering the construction of carework as women’s work. The shame and embarrassment associated with teaching young children were an important mechanism to police and regulate hegemonic masculinity. Analysing how male and female primary school teachers construct hegemonic forms of masculinity provides insights into the reproduction of FP as a feminised profession as well as the construction and maintenance of counter feminist masculine ideals. Addressing forms of masculinity that are premised on male domination is vital in South Africa, especially as the need to alter masculinities and deepen gender equality has barely touched this phase of schooling. 相似文献
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OBJECTIVES: South Africa is reported to have one of the highest rates of sexual violence in the world, with adolescent girls between the ages of 12-17 being particularly at risk. Given that adolescence is considered a critical developmental period for establishing normative sexual behavior, this study explored multiple levels of risk influences that render adolescent girls vulnerable to becoming victims of sexual violence and adolescent boys vulnerable to becoming perpetrators of such abuse in one South African community. METHOD: A case study approach using qualitative rapid focused ethnographic methods was used. This involved 10 focus group interviews and 10 individual interviews with a volunteer convenience sample of adolescent boys and girls between the ages of 14 and 16 years. RESULTS: Inductive thematic analysis revealed that there were indeed multiple levels of risk influences for adolescent girls and boys becoming either victims or perpetrators of sexual violence. Using the Theory of Triadic Influence as a framework, influences at the distal socio-cultural/environmental level included traditional notions of masculinity and normalization of inter-personal violence as well as poverty and the commodification of sex leading to rape supportive attitudes. Influences at the proximal situation context/social normative level included high-risk social norms as well as a weak adult and community protective shield. Finally, influences at the intra-personal level included low self-esteem and self-efficacy as well as inter-personal affective anger. CONCLUSION: Given the multiple levels of risk influences that need to be addressed to protect youth from becoming either perpetrators or victims of sexual violence in the South African context, prevention programs should necessarily be comprehensive, developmentally timed, and community-based. 相似文献
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This paper explores some of the difficulties of doing research concerning young people’s use of online sexually explicit materials in three high schools in South Africa. Against the backdrop of young people’s sexual agency, we elaborate on the ways in which getting permission to conduct the research unsettled gatekeepers, as research on young people’s use of such materials remains taboo. Anxieties related to conducting school-based sexuality research, particularly with pornographic elements, stem from understandings that sex is a forbidden topic. During the course of seeking participants for our study, we found that the majority of boys in one school refused to participate. We argue that this was because online network sites were regulated and censored by the school, specifically those related to sexually explicit material, with punitive consequences for their use. Sexuality researchers operate in conditions of increased surveillance and we give attention to the difficulties of the researcher in school-based research. The need to conduct research into young people’s use of sexually explicit online materials is acute but needs to be supported by policy frameworks that foreground the specific conditions and challenges that researchers may face in a country such as South Africa. 相似文献
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Deevia Bhana 《British Journal of Sociology of Education》2008,29(1):3-14
This paper explores the salience of sport in the lives of eight‐year‐old and nine‐year‐old South African primary school boys. Drawing on ethnographic and interview data, I argue that young boys' developing relationship with sport is inscribed within particular gendered, raced and classed discourses in South Africa. Throughout the paper I show differences and durability of meanings across the social sites that affect and position blacks, white, boys and girls. It is argued that young boys' early association with sport is centrally about identity and doing sport, or at least establishing interest in sport is one important way in claiming to be a real boy. The findings have implications for the call by the South African Government to get the nation to play. 相似文献
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Deevia Bhana 《Journal of moral education》2014,43(3):362-376
Thirty-eight countries in Africa regard homosexuality as punishable by law with South Africa remaining a standout country advancing constitutional equality on the basis of sexual orientation. In the context of homophobic violence, however, concerns have been raised about schools’ potential to improve the educational, moral and social outcomes for young people. In examining how some South African teachers normalize heterosexuality the paper raises questions about moral education in addressing homophobia. By drawing on interviews conducted with teachers across different social contexts, the paper shows how rights are limited by dominant constructions of heterosexual privilege mediated by a range of interlocking social processes including gender, race and culture. The paper argues that attention to the social and cultural influences in teachers’ account of homosexuality must feature in local designs of moral education. The imperative of working with teachers is presented as a way forward to facilitate the broadening of moral education to include an interrogation of heteronormativity which has evaded the focus of South African moral education. 相似文献