Thông tin tài liệu
Gender Equity
in South African Education 1994–2004
Perspectives from Research, Government and Unions
CONFERENCE PROCEEDINGS
Edited by Linda Chisholm & Jean September
Free download from www.hsrc
p
ress.ac.za
This publication has been produced with the assistance of a grant from the
International Development Research Centre (IDRC) Ottawa, Canada.
The content of the publication is the sole responsibility of the HSRC and
can in no way be taken to reflect the views of the IDRC.
Published by HSRC Press
Private Bag X9182, Cape Town, 8000, South Africa
www.hsrcpress.ac.za
© 2005 Human Sciences Research Council
First published 2005
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, including
photocopying and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
ISBN 0-7969-2094-X
Cover by Jenny Young
Copy edited by Helena Reid
Designed and typeset by Christabel Hardacre
Print management by comPress
Distributed in Africa by Blue Weaver Marketing and Distribution
PO Box 30370, Tokai, Cape Town, 7966, South Africa
Tel: +27 +21 701-4477
Fax: +27 +21 701-7302
email: orders@blueweaver.co.za
Distributed worldwide, except Africa, by Independent Publishers Group
814 North Franklin Street, Chicago, IL 60610, USA
www.ipgbook.com
To order, call toll-free: 1-800-888-4741
All other enquiries, Tel: +1 +312-337-0747
Fax: +1 +312-337-5985
email: Frontdesk@ipgbook.com
Free download from www.hsrc
p
ress.ac.za
Contents
List of tables and figures v
Acknowledgements vi
List of abbreviations vii
Overview Linda Chisholm and Jean September 1
Keynote address The hidden face of gender inequality in South African
education 19
Naledi Pandor
Part 1 New perspectives and theoretical approaches 25
Chapter 1 Gender equity in education: A perspective from
development 27
Ramya Subrahmanian
Chapter 2 Gender equity in education: The Australian
experience 39
Jane Kenway
Chapter 3 Between ‘mainstreaming’ and ‘transformation’:
Lessons and challenges for institutional change 55
Catherine Odora-Hoppers
Part 2 Mapping gender inequality 75
Chapter 4 Gender equality and education in South Africa:
Measurements, scores and strategies 77
Elaine Unterhalter
Free download from www.hsrc
p
ress.ac.za
Chapter 5 Mapping a southern African girlhood in the age
of AIDS 92
Claudia Mitchell
Discussant: Chapters 4 and 5 113
Daisy Makofane
Part 3 Government activism and civil society mobilisation 117
Chapter 6 Reflections on the Gender Equity Task Team 119
AnnMarie Wolpe
Chapter 7 National Department of Education initiatives 133
Mmabatho Ramagoshi
Discussant: Chapters 6 and 7 143
Janine Moolman
Chapter 8 The state of mobilisation of women teachers in the
South African Democratic Teachers’ Union 146
Shermain Mannah
List of contributors and participants 157
Free download from www.hsrc
p
ress.ac.za
List of tables and figures
List of tables
Table 4.1 The four different approaches to understanding the
analyses of gender, equality and education 80
Table 4.2 Equality of opportunity: intake ratios by gender 82
Table 4.3 Equality of opportunity: primary school enrolment rates
by gender 82
Table 4.4 Equality of opportunity: secondary school enrolment
rates by gender 82
Table 4.5 Equality of opportunity: school life expectancy and
percentage of repeaters by gender 83
Table 4.6 Equality of outcomes: children out of school, surviving
in primary school and transferring to secondary school 83
Table 4.7 Equality of outcomes: Senior Certificate examination
results 84
Table 4.8 Equality of outcomes: Senior Certificate results by gender
in selected subjects 84
List of figures
Figure 4.1 The capability approach to the evaluation of education 88
Figure 5.1 Enacted rape scene 94
Figure 5.2 Safe and unsafe spaces at school 94
Figure 5.3 More than 30% of girls are raped at school 95
Figure 8.1 The quota system meets the glass ceiling 150
v
Free download from www.hsrc
p
ress.ac.za
Acknowledgements
We would like to express our appreciation to the Swedish International
Development Cooperation Agency (Sida), the British Council and the Human
Sciences Research Council (HSRC) for funding the conference, and to the
International Development Research Centre, Ottawa, Canada (IDRC) for
funding this publication.
We would also like to thank the people who did the background work:
Conxtions for making the conference run smoothly, Thora Jacobs and
Annette Gerber, from the British Council and HSRC respectively, for their
support and all the participants who made this conference a success.
Thank you to Nadine Hutton for permission to reproduce the photograph on
p 95.
vi
Free download from www.hsrc
p
ress.ac.za
List of abbreviations
ANC African National Congress
CADRE Centre for Aids Development, Research and Evaluation
CEM Council of Education Ministers
CEPD Centre for Education Policy Development and Management
Cosatu Congress of South African Trade Unions
DoE Department of Education
ECCED Early Childhood Care and Education
EFA Education for All
GDI Gender Development Index
GEAR Growth, Employment and Redistribution strategy
GEM Gender Empowerment Measure
GER Gross enrolment rate
GETT Gender Equity Task Team
GFP Gender Focal Person
GIR Gross intake rate
GPI Gender parity index
HDI Human Development Index
Hedcom Heads of Education Departments Committee
HEI Higher Education Institution
HOD Head of Department
HSRC Human Sciences Research Council
vii
Free download from www.hsrc
p
ress.ac.za
IGO Inter-government organisations
IMF International Monetary Fund
MDG Millennium Development Goals
NGO Non-government organisations
NIR Net intake rate
OECD Organisation for Economic Cooperation and Development
SACE South African Council of Educators
SADC Southern African Development Community
Sadtu South African Democratic Teachers’ Union
SGB School Governing Body
Sida Swedish International Development Cooperation Agency
SMT School Management Team
SRGBV School-related gender-based violence
UDF United Democratic Front
UKZN University of KwaZulu-Natal
UNAIDS Joint United Nations Programme on HIV/AIDS
UNDP United Nations Development Programme
Unesco United Nations Educational, Scientific and Cultural
Organisation
Unicef United Nations Children’s Fund
WTO World Trade Organisation
GENDER EQUITY IN SOUTH AFRICAN EDUCATION
viii
Free download from www.hsrc
p
ress.ac.za
Overview
Linda Chisholm and Jean September
Introduction
Ten years after democracy in South Africa, and it is possible to point to sig-
nificant strides that have been made socially, economically and politically in
terms of gender equity. The Constitution, Bill of Rights, legislation in all
departments and use of quotas as a mechanism to improve gender inclusivity
reflect the commitment to gender equality and non-sexism in government
and civil society organisations. Women constitute almost half the members
of Cabinet and 35 per cent of members of parliament; an entire so-called
‘gender machinery’ exists in government to promote gender equity; trade
unions and civil society organisations place gender high on the agenda; social
policies promote gender equity; and a discourse of rights which joins gender
to racial and other forms of discrimination and injustice suffuses the new
ideologies and practices of both government and civil society organisations.
The education sector, too, has seen a similar movement towards gender
equity.
Contrast this with the situation as late as 1993 when Cabinet consisted
entirely of white men. The silence on gender equity in government and busi-
ness was as deafening as that on racial and class equity. Social policies were
designed to keep intact a system that fixed women and men into relation-
ships of inferiority and superiority based on their race and class. An over-
arching gender ideology was predicated on a profound separation between
the roles that men and women were seen as playing in the public and private
spheres. Education underpinned this system in multiple ways – from the
official curriculum that was taught, to the hidden curriculum that infused
everyday schooling practices such as who was more likely to do maths and
science, or technical education and domestic science, and who swept and
kept classrooms clean.
1
Free download from www.hsrc
p
ress.ac.za
Although structured by race, class and the ‘patchwork of patriarchies’ (Bozzoli
1983) that characterises South Africa, the lives and experiences of women in
the apartheid period were not those of passive victims (Walker 1982). This
history is the subject of numerous writings. In the 1970s and 1980s, a climate
of engaged, grassroots anti-apartheid activism shaped an emergent feminist
politics and research. Writing about women and gender occurred both with-
in and outside the academy (see for example Cock 1989; Bozzoli 1983; Driver
1985; Mashinini 1989; Qunta 1987). And by the mid-1980s, anti-apartheid
organisations such as the United Democratic Front (UDF), and trade unions
such as the Congress of South African Trade Unions (Cosatu), were acknowl-
edging the distinct dynamic and importance of gender politics and justice
(Lewis 2004a). In the early 1990s, in the context of the transition to democra-
cy, there was also an explosion of significant autobiographies: ‘each writer is
concerned with how, as a woman, she enters the spheres of work, domesticity
and anti-apartheid politics, spheres which are consequently shown to be
defined by rigid racial dynamics and gender hierarchies and stereotypes’
(Lewis 2004b; see also Kuzwayo 1985; Magona 1990, 1992; Ramphele 1995;
Unterhalter 2002).
By 1994, there was a history, legacy and literature of women’s history and role
in the anti-apartheid struggle. Although only a minority of women would
define themselves as feminist, and a feminist movement is not a feature of
South African politics, there were substantial women who played a significant
role in emerging trade unions and civil society organisations that challenged
dominant gender relations. The same was true of the education sphere, where
women were in the forefront of organising in the new teachers’ union move-
ment that became the South African Democratic Teachers’ Union (Sadtu).
And there was a small literature on gender and education (Chisholm &
Unterhalter 1999; Enslin 1993/4; Gaitskell 1983; Morrell 1992; Truscott 1992).
But many challenges still existed, given the racial, class and cultural practices
that still reinforced gender inequality. These included the need to identify and
mobilise men and women both within and outside government to promote
and support an agenda of change and transformation in gender relations.
Gender Equity Task Team
It was in this context that the Department of Education appointed a Gender
Equity Task Team (GETT) in 1996 with AnnMarie Wolpe as its chair. Its brief
GENDER EQUITY IN SOUTH AFRICAN EDUCATION
2
Free download from www.hsrc
p
ress.ac.za
[...]... in putting these principles into practice and in overcoming the legacy of gender inequality in our education system Firstly, as far as gender mainstreaming is concerned, the DoE set up a National Gender Co-ordinating Committee composed of Gender Focal Persons from provincial education departments This committee monitors gender mainstreaming in the provinces 20 Free download from www.hsrcpress.ac.za... Unterhalter E & Epstein D (2002) Instituting gender equality in schools: Working in a HIV environment, Perspectives in Education 20(2): 37–53 Morrell R (1992) Gender in the transformation of South African education, Perspectives in Education 13(2): 1–27 Morrell R, Unterhalter E, Moletsane L & Epstein D (2001) HIV/AIDS, policies, schools and gender identities, Indicator South Africa 18(2): 51–57 17 G E N... different lives: South African women teachers’ autobiographies and the analysis of educational change In Kallaway, P (ed.) The history of education under apartheid 1948 1994 Cape Town: Pearson Education South Africa Walker C (1982) Women and resistance in South Africa Cape Town: David Philip; London: Currey Wolpe A, Quinlan O & Martinez L (1997) Gender equity in education: A report by the Gender Equity Task... as sign in the South African Colonial Enterprise, Journal of Literary Studies 4(1): 3–20 Enslin P (1993/4) Education for nation-building: A feminist critique, Perspectives in Education 15(1): 13–25 16 OVERVIEW Free download from www.hsrcpress.ac.za Enslin P (2000) Defining a civic agenda: Citizenship and gender equality in postapartheid education In Arnot, M & Dillabough, J (eds.) A challenging democracy:... Ramya Subrahmanian Introduction This paper focuses on some current gender equity issues in education, drawing on a broad and generalised picture of issues that are confronting gender justice approaches, in particular, and development, in general The main concern is to locate issues in education within the broader context of recent shifts in development paradigms and thinking, and in particular, to identify... between individual consciousness and structural determinants, and how as individuals we may be unwitting carriers of processes of whose consequences we may not even be aware’ as well as ‘holders of a key to the door of strategic change’ Mapping gender inequality in education in South Africa The chapters by Unterhalter and Mitchell provide two windows into different ways of approaching gender inequality in. .. conference participants of linking a sense of agency and change not only to intervention by government, but also to locating such agency firmly in independent action In this regard, the need for a broad network of gender activists in education working across theory and practice still remains References Bozzoli B (1983) Marxism feminism and South African studies, Journal of Southern African Studies 9(2):... possibility of bringing together a combination of feminists in government and civil society to reassess the state of research on gender equity in South Africa This initiative was the outcome of an ongoing conversation between ourselves since the 1990s Jean had been a leading figure in the teachers’ union in the late 1980s and early 1990s and was acutely aware of how gender issues were undermined despite... Goal of promoting gender equality and empowering women by critically examining knowledge about how to achieve gender equitable basic education It uses a series of seminars to bring together international development education policy-makers, practitioners, academics and campaigners to examine issues concerned with gender equality and quality basic education for children in low and middle-income countries... Gender Equality, the Gender Unit in the Department of Education, and Gender Focal Persons in each province The national machinery is unable to monitor, evaluate and implement gender programmes effectively – this relates in part to its status The overall experience of people working on gender – whether in government or in unions – is one of marginalisation; ongoing forms of undermining and humiliation . Schooling;
• Further Education and Training;
• Higher Education and Training;
• Adult Basic Education and Training;
• Gender and educational management;
• Gender. progress
made since GETT in three main areas: gender mainstreaming, capacity-
building and acting to reduce gender- based violence. The hidden face she sees
in the
Ngày đăng: 23/03/2014, 09:22
Xem thêm: Gender Equity in South African Education 1994 - 2004 pptx, Gender Equity in South African Education 1994 - 2004 pptx