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Gender Issues In Zimbabwe’s Two Main English Language Textbooks In The Primary Schools

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dc.creator Marira, Chipo
dc.date.accessioned 2014-10-06T09:21:28Z
dc.date.accessioned 2015-12-08T10:53:08Z
dc.date.available 2014-10-06T09:21:28Z
dc.date.available 2015-12-08T10:53:08Z
dc.date.created 2014-10-06T09:21:28Z
dc.date.issued 1991-07
dc.identifier Marira, Chipo (1991) Gender Issues In Zimbabwe’s Two Main English Language Textbooks In The Primary Schools. Zimbabwe Journal of Education Research (ZJER), Vol.3, No.2. Harare, Mt. Pleasant: HRRC.
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/4659
dc.identifier.uri http://hdl.handle.net/10646/1556
dc.description.abstract A content analysis of two series of English language textbooks by two publishers predominantly used in Zimbabwean Primary Schools was made. A total of approximately 779 units of work were analyzed for gender ratios in professional occupations, domestic chores, leading characters in stories and sexist language. The study found that the textbooks reflected a male gender bias and that the textbooks continue to be reprinted without decrying their use and prevalence in schools.
dc.language en
dc.publisher Human Resourse Research Centre, (HRRC), University of Zimbabwe.
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Education
dc.subject Gender
dc.title Gender Issues In Zimbabwe’s Two Main English Language Textbooks In The Primary Schools
dc.type Article


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