Please use this identifier to cite or link to this item:
https://cris.library.msu.ac.zw//handle/11408/3554
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Maruzani, Nyevero | - |
dc.contributor.author | Mutamba, Memory | - |
dc.date.accessioned | 2019-04-23T13:37:14Z | - |
dc.date.available | 2019-04-23T13:37:14Z | - |
dc.date.issued | 2014 | - |
dc.identifier.issn | 2161-623X | - |
dc.identifier.uri | http://www.davidpublisher.org/index.php/Home/Article/index?id=2306.html | - |
dc.identifier.uri | http://hdl.handle.net/11408/3554 | - |
dc.description.abstract | When classrooms are not gender responsive, boys and girls seating in the same classroom and learning from the same teacher receive very different education. Each and every textbook and all learning materials tell a story about people; how they relate to one another and to the environment within which they live. The present study is a desk research conducted to establish the extent of gender responsiveness of selected primary school English textbooks in Zimbabwe. Using the ABC of Gender Analysis framework, the study made quantitative and qualitative analyses of two selected series of primary school English textbooks, which are Step in New Primary English (Grade 1 to 7) and Ventures English Alive! (Grade 1 to 7 Pupil’s Book). Components of the ABC of Gender Analysis were used to make a critical analysis of the textbooks. Despite the fact that a number of measures have been put in place to address issues of gender inequality in all sectors, findings from the study revealed that the selected primary school English textbooks continue to perpetuate gender discrimination and bias. This impacts negatively on the education of girl children and it is detrimental to equal educational attainment for boys and girls. Girls tend to be affected and lag behind, others fail to excel and even drop out. The study recommends the promotion of zero tolerance to gender biases and stereotypes in all learning and teaching environments. The study also recommends that school textbooks be exposed to the rigour of gender analysis before they are recommended for use in any educational activity. | en_US |
dc.language.iso | en | en_US |
dc.publisher | David Publishing | en_US |
dc.relation.ispartofseries | US-China Education Review A;Vol. 4. No. 8; p. 559-568 | - |
dc.subject | Gender responsiveness | en_US |
dc.subject | Gender analysis | en_US |
dc.subject | Primary schools | en_US |
dc.subject | Zimbabwe | en_US |
dc.title | Gender responsiveness of selected primary school english textbooks in Zimbabwe | en_US |
dc.type | Article | en_US |
item.fulltext | With Fulltext | - |
item.openairetype | Article | - |
item.openairecristype | http://purl.org/coar/resource_type/c_18cf | - |
item.languageiso639-1 | en | - |
item.cerifentitytype | Publications | - |
item.grantfulltext | open | - |
Appears in Collections: | Research Papers |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
gender.pdf | Full Text | 164.16 kB | Adobe PDF | ![]() View/Open |
Page view(s)
50
checked on Aug 30, 2024
Download(s)
30
checked on Aug 30, 2024
Google ScholarTM
Check
Items in MSUIR are protected by copyright, with all rights reserved, unless otherwise indicated.