MSUIR Collection:
https://cris.library.msu.ac.zw//handle/11408/2472
2024-03-28T16:11:30ZAn investigation into the extent to which the interpretation of literature perpetuates gender imbalances
https://cris.library.msu.ac.zw//handle/11408/2725
Title: An investigation into the extent to which the interpretation of literature perpetuates gender imbalances
Authors: Moyo, Thubelihle
Abstract: This study was an investigation of the extent to which the interpretation of literature perpetuates gender imbalances. Most teachers promote and reinforce gender stereotypes through different ways in which they interpret literature. The evaluation of one’s personality is normally done on basis of their sex. In most cases, inferior language is used to describe women, while superior language is used to describe men. As a result learners are conditioned to a belief that females are less more important than males. Moreover, such a belief may be so rooted into the learners’ minds such that at times it becomes very difficult to break. This study focused on how teachers guide ‘O’ Level students in the interpretation of literature. The study was guided by the following research questions; 1. How does the interpretation of literature perpetuate gender imbalances? a. What theories underpin the interpretation of literature? b. How do teachers perceive male and female characters in texts being studied? C. what symbols of male characters do male learners identify with in texts being studied? d. what symbols of female characters do female learners identify with in texts being studied? e. What can be done to ensure that the interpretation of literature does not perpetuate gender imbalances? The researcher used questionnaires and interviews to collect data for the study. The questionnaires were administered to learners while teachers were interviewed. The population sample consisted of 39 respondents drawn from three different schools in Hwange district. This sample consisted of thirty learners, six teachers and three Heads of English Departments. Probability sampling techniques were employed in the selection of the population sample. Through investigation, it was revealed that classrooms may be sources of gender stereotyping. Therefore, teachers are encouraged to desist from reinforcing gender stereotypes on their learners. Teachers should also try to convince writers and curriculum planners to provide material that is gender responsive to learners.2017-01-01T00:00:00ZMoyo, ThubelihleAn investigation into the challenges faced by nomadic learners of Namibia in meeting their educational provision.
https://cris.library.msu.ac.zw//handle/11408/2473
Title: An investigation into the challenges faced by nomadic learners of Namibia in meeting their educational provision.
Authors: Kauuola, Tjipikita
Abstract: The study explored into the challenges encountered by the nomadic learners (Himba and Zemba) of Namibia in meeting their educational provision. A descriptive survey design was employed to collect information. The sample comprised 29 teachers and 7 nomadic learners, hence the study had 36 respondents. The sampling technique was convenience and the data were collected using interviews and questionnaires as research instruments. The interview was face to face and semistructured. The collected data were presented in a narrative form and analyzed based on research questions. The study found out that challenges such as inadequate learning materials, shortage of classrooms, lack of accommodation, lack of water, insufficient food supplies and engagement of unqualified teachers in mobile schools hindered nomadic learners of Namibia in meeting their educational provision. It was revealed by respondents that schools had inadequate learning
facilities. It was also shown that the schools used tent classrooms and under tree classes. Participants revealed that schools did not have water sources of their own. It was also brought out that mobile schools received insufficient food that could not sustain the school term. In the light of the findings, the researcher recommended that the Namibia Ministry of Education and rightful authorities put initiatives and measures to eradicate challenges faced by the nomadic learners of Namibia in meeting their education provisions.2016-06-01T00:00:00ZKauuola, Tjipikita