'Of course we must be equal, but ...': Imagining gendered futures in two rural southern African secondary schools

Geoforum

Volumn 33, Issue 2, 2002, Pages 179-194

  Ansell, Nicola ^a  

^a BRUNEL UNIVERSITY   (United Kingdom)

Author keywords

Critical pedagogy; Focus groups; Gender identities; School; Southern Africa; Young people's geographies

Indexed keywords

FEMALE EDUCATION; GENDER IDENTITY; SECONDARY EDUCATION; STUDENT;

LESOTHO; ZIMBABWE;

EID: 0036129558     PISSN: 00167185     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0016-7185(01)00033-1     Document Type: Article

References (79)

1. Gender and access in the African schools
2. Locating identity politics
3. Female education in sub-Saharan Africa: The key to development?
4. Zanu (PF) not abandoning socialism says Fay Chung
5. Problems of gender and history in the teaching of "things fall apart"
6. Students write journals: Border pedagogy as critical geography
7. Using indepth discussion groups for exploring questions of identity: Possibilities and pitfalls
8. Contested identities: Challenging dominant representations of young British Muslim women
9. Silencing and nurturing voice in an improbable context: Urban adolescents in public school
10. Stuffed if I know: Reflections on post-modern feminist social research
11. Crossing the boundaries of educational discourse: Modernism, postmodernism, and feminism
12. Focus groups as alternative research practice: Experience with transmigrants in Indonesia
13. Women, law and democracy: The position of women and children in Zimbabwe
14. Institutionalising technologies: Masculinities, feminities, and the heterosexual economy of the IT classroom
15. Pay attention in class... [and] don't get pregnant: A discourse of academic success among adolescent Latinas
16. Locating and dislocating gender in rural Zimbabwe: The making of space and the texturing of bodies
17. Education in post-apartheid South Africa: Some lessons from Zimbabwe
18. Lesotho draft national report
19. Contradictions and ironies: Women of Lesotho
20. Shedding the masks and tearing the veils: Cultural studies for a post-colonial Africa
21. The significance of the convention on the elimination of all forms of discrimination against women for a Mosotho woman
22. Education in Zimbabwe: The colonial framework and the response of the national liberation movement
23. Polyphony and pedagogic authority
24. Multiculturalism and the postmodern critique: Toward a pedagogy of resistance and transformation
25. Working class girls and the culture of femininity
26. On race and voice: Challenges for liberal education in the 1990s
27. Modernisation and the development of education in Lesotho
28. Migrant labour and changing family structure in the rural periphery of Southern Africa
29. Hearing from quiet students: The politics of silence and voice in geography classrooms
30. Bodies (and spaces) do matter: The limits of performativity
31. Women's place/el lugar de mujeres: Latin America and the politics of gender identity
32. Situating knowledges: Positionality, reflexivities and other tactics
33. Patriarchy, capitalism and the colonial state in Zimbabwe
34. The legal situation of women in Lesotho
35. Freire and a feminist pedagogy of difference