oa Mosenodi - Perceptions of gender sensitivity among Botswana teachers of English
|Article Title||Perceptions of gender sensitivity among Botswana teachers of English|
|Affiliations||1 Communication and Study Skills Unit, University of Botswana|
|Publication Date||Jan 2004|
|Pages||34 - 47|
|Keyword(s)||Education gender equity, Gender in this study, Methodology, Peer-group and Policy|
This article reports on a study that explored the perceptions gender sensitivity among Botswana teachers of English, with particular reference to the teaching and learning of English language. The data were collected from forty teachers from seven community junior secondary schools in and around Gaborone. Six of the forty teachers were interviewed and their responses were classified according to emerging themes. The results showed that subtle gender bias exists in the Botswana English language classrooms in particular and in the education system in general. However, teachers deny the existence of gender-bias in the classroom - probably because of their lack of training on gender sensitivity. A positive finding is that the materials used to teach the English language are gender sensitive.
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