Gendered Voices

Reflections on Gender and Education in South Africa and Sudan

Series:

Edited by Halla B. Holmarsdottir, V. Nomlomo, Alawia Ibrahim Farag and Z. Desai

Internationally, there is growing awareness that the target of Education for All by 2015 will not be met unless more strident efforts are made to improve access for marginalized, hard-to-reach children (most often girls). For almost four decades gender equality in education has been one of the key global concerns and as a result various organizations at national and international levels along with governments have initiated programs focusing on achieving gender equality, women’s empowerment and improving girls’ access to education. By focusing on access alone (i.e. gender parity) we may not understand how education can be used to achieve empowerment and influence cultural practices that are gender insensitive. In this volume we attempt to call into question the content of gender equality as simple parity and in doing so we reflect upon the following questions:
Do the global (macro) discourses on gender equality in education lead to a focus on numbers only or to more profound sustainable changes at the national (meso) level and the school (micro) level? To what extent have national policies been adjusted to reflect the global discourses on gender equality?
Are schools/classrooms (micro) expected to adjust to these global discourses and if so in what ways has this happened?
What are the challenges of providing access to good quality education for girls in both countries? Is there a dichotomy between the schools/classrooms on the one hand and the community on the other in terms of gender equality/equity?
To what extent is gender equality/equity imposed upon schools and communities and does it take into account the cultural practices in traditional communities?

Series:

H.B. Holmarsdottir, V. Nomlomo, A.I. Farag and Z. Desai

Series:

H.B. Holmarsdottir, V. Nomlomo, A.I. Farag and Z. Desai

Series:

Edited by Birgit Brock-Utne, Z. Desai, Martha A.S. Qorro and Allan Pitman

This book is based on chapters in a series of four books from the first five years (2002-2006) of the Language of Instruction in Tanzania and South Africa (LOITASA) project. LOITASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and will continue through to the end of 2011. The chapters reflect the state of the research at the end of the first five years of LOITASA in 2006 and were selected by reviewers independent of the project.

The selection of chapters brought together bring to the forefront the dilemmas facing developing countries as they seek to position themselves in an increasingly interconnected global system, while at the same time maintaining a sense of national and regional identity. The chapters in this collection reflect both positive outcomes when the medium of instruction is a widely-known language as well as the challenges of mother tongue instruction in countries where historically a powerful language like English has dominated.

The four LOITASA books in this series from which the chapters in this book are drawn are:

Language of instruction in Tanzania and South Africa (LOITASA) published by E & D Ltd, Dar es Salaam, Tanzania
Researching the language of instruction in Tanzania and South Africa published by African Minds, Cape Town South Africa
LOITASA Research in Progress published by KAD Associates, Dar es Salaam, Tanzania.
Focus on fresh data on the language of instruction debate in Tanzania and South Africa published by African Minds, Cape Town, South Africa.

All four books are edited by Birgit Brock-Utne, the Norwegian project leader of the LOITASA project; Zubeida Desai, the South African project leader and Martha Qorro, who is on the project steering committee in Tanzania.