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Direct linkMorojele, P. J. – Africa Education Review, 2012
This paper gives prominence to rural teachers' own accounts of gender in three co-educational primary schools in Lesotho. The paper employs the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (observations and informal discussions), it discusses factors that inform teachers' constructions of gender and…
Descriptors: Foreign Countries, Rural Areas, Teacher Attitudes, Gender Differences
