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Male Teachers' Perceptions of Gender Equality in the Foundation Phase
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Vusi Msiza – Journal of Research in Childhood Education, 2025
In South Africa, the recruitment and retention of men to teach in the foundation phase (Grade "R"-3) has gained national attention. In a patriarchal society such as South Africa, where such jobs are regarded as the purview of women, men's perceptions of gender and gender equality in schools might explain their existence at this level of…
Descriptors: Foreign Countries, Males, Early Childhood Teachers, Early Childhood Education
Implicit Gender-Based Violence against Black High School Girls in South African Township Schools
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Angel Duduzile Dlungwane; Vijay Hamlall – Perspectives in Education, 2024
School-related gender-based violence (SRGBV) is a major obstacle to universal schooling and the right to education for girls. Inequitable gender norms and stereotypes, based on hierarchies and forms of subordination, amplify and contribute to the SRGBV. Extensive literature on gender-based violence in South African schools exists, and much of it…
Descriptors: Foreign Countries, High School Students, Females, Blacks
"You Gotta Pull Yourself towards Yourself." A Sociological Analysis of How Transgender and Gender Diverse (TGD) School Attending Youth, School Managers and Teachers Understand and Respond to Transphobia in South African Schools
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Dennis Francis – Teachers and Teaching: Theory and Practice, 2024
This paper explores how transphobia is understood and responded to in South African schools. Drawing on qualitative data gathered from in-depth interviews with teachers, school managers, and TGD school-attending youth, the findings show that while there are minimal efforts to respond to and dismantle transphobia, school managers and teachers…
Descriptors: LGBTQ People, Sexual Identity, Youth, Foreign Countries
Forgotten Women in Education: A Narrative Inquiry into the Marginalisation of ECD Practitioners
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Kaylianne Aploon-Zokufa – South African Journal of Childhood Education, 2024
Background: South African narratives of and by early childhood development (ECD) practitioners often focus on policies, practices and perspectives in research. While these are important for the development of the field, the voices of ECD practitioners, in this marginalised space, are silent. Aim: This article aims to understand: Who are the ECD…
Descriptors: Foreign Countries, Early Childhood Teachers, Poverty, Blacks
Exercising Positional Power to Advance and Support Women in Leadership -- Conversations with Men in Higher Education
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Adéle L. Moodly – Management in Education, 2024
The paper focuses on the South African Higher Education environment, engaging with men in leadership and their views on areas that have been identified as challenging in women's lived experiences and the advancement of women towards leadership. Men still dominate positions of leadership and as such, hold positional power and influence in…
Descriptors: Power Structure, Women Administrators, Gender Differences, Gender Bias
Teaching While Black: Black Women Millennials' Experiences of Teaching in South African Universities
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Zamambo V. Mkhize – Journal of Women and Gender in Higher Education, 2024
The South African government continues to work tirelessly to reverse the effects of apartheid by addressing social inequalities and transforming the higher education sector by dismantling structural, cultural, institutional, and interpersonal discrimination. The use of the lowercase "w" for white or whiteness in this article is the…
Descriptors: Foreign Countries, Racial Segregation, Racism, Social Bias