https://hdl.handle.net/10646/523 2026-03-17T13:05:58Z https://hdl.handle.net/10646/4778 Gender representation in Zimbabwe ordinary level 2010-2015 prescribed Chishona literature texts Taringa, Beatrice Textbooks play a crucial role in the moulding of pupils’ gender identities. The purpose of this study is to explore gender representation in the Zimbabwean Ordinary Level 2010-2015 ChiShona prescribed literature texts in order to determine the gender representation that the prescribed texts expose to pupils. The study also sought to determine the potential educational implications of the gender representation in light of the Afrocentric paradigm of Africana womanist theory. The study is primarily qualitative. It involves purposively sampled four Old World and three New World novels and a play. The study subjects the purposively sampled ChiShona literature texts to documentary analysis, inductive content analysis and discourse analysis. The study employed grounded theory coding scheme and thematic weblike data analysis. The results show that there is a plural gender representation in the selected prescribed ChiShona texts. The study has, therefore, generated a three-dimensional grounded theory of gender representation. First, there is a humanistic gender representation dimension that portrays gender in a relational and complementary picture. Second, there is the authoritarian gender representation dimension that portrays gender as differential, binary, oppositional and hierarchical in nature. Third, there is gender expansive representation that portrays gender as an individual choice. The tripartite gender representation has the potential of socialising pupils into gender complementarities (humanitarian), gender symmetrical (authoritarian) and gender asymmetrical (gender expansivity). These three gender representations correspond to three potential forms of gender socialisation among pupils in school. The humanitarian dimension of gender representation has the potential of socialising learners into a belief that gender is something hardwired into the biological make up of males and females. This may not measure up to the expectations of achieving gender equality in a learning environment. The authoritarian gender representation dimension may socialise learners into a belief in rigid, symmetrical gender duality in which the male is privileged over the female. The third dimension of gender expansive representation portrays gender-roles as open to any “body”. This has the potential of socialising pupils into a belief in the subversion of gender duality and buys into the theory of gender as performativity. This implies conceiving gender, as something of the future, that is, it will be what it will be. This implies that people will know gender roles when males/females perform them in specific contexts. 2018-12-01T00:00:00Z https://hdl.handle.net/10646/3764 Design and implementation of degree programmes in teacher education Matete, Madiba; Moyana, Rosemary; Mushi, Honaratha 2018-01-01T00:00:00Z https://hdl.handle.net/10646/3362 UZ @ 60: The Faculty of Education and schemes of association Moyana, Rosemary Occasional Paper 2016-07-01T00:00:00Z https://hdl.handle.net/10646/3361 Teaching environmental and economic consciousness in the English language classroom: A concept of Education for Sustainable Development (ESD) Moyana, Rosemary; Chimanikire, Emigilda This paper reports on a study that focused on how environmental and economic consciousness can be taught through the English language subject area. Environmental and economic consciousness is a competence that is often associated with geography or science subjects, and is also often incorporated when dealing with the concept of education for sustainable development (ESD). A teacher of English language, therefore, may not automatically think of a project linked with either that competence or the ESD concept. This study sets out to change that. Research work was done through a graduate diploma in education (Grad DE) programme with one of the student teachers on attachment (also called teaching practice) at an urban suburban school in Harare. It was during the teaching practice (TP) session, between May and August 2015, that this research was carried out with the student teacher and 51 students in form one. The methodology used was qualitative research with a project approach design. The results showed that the English language classroom is an ideal space for inculcating environmental and economic consciousness as a competence, and as an ESD concept. The learning process and experience led to a number of positive outcomes which were life-changing for the pupils and the student-teacher. Pupils started improving proficiency in English. Assessment of the student teacher’s teaching practice also indicated a transformation in her approach to teaching English language and she developed into a very confident teacher over-night. Teaching English language was no longer routine, but a vehicle through which knowledge on environmental and economic consciousness, as a concept of education for sustainable development (ESD) could be gained. Practical projects could be done with students to make them practise the language more, and contextually. Attitudes towards the environment started changing and skills were gained by both the student teacher and pupils and this would lead to sustained activities that promote the environment. Information was supplied by students who, with the assistance of the student teacher, evaluated the impact of their work on their lives and its influence on their education. A sample of what they said is included in this paper. The transformation was evident in the 2 Occasional Papers May 2017 student teacher who continued to promote education for sustainable development, and raising awareness on environmental and economic consciousness after completion of the diploma programme. Introduction This paper reports on a study that focused on how environmental and economic consciousness can be taught through the English language subject. Studying environmental and economic consciousness is often associated with geography or science subjects. It is also often incorporated when dealing with the concept of education for sustainable development (ESD). This author strongly believes that environmental and economic consciousness is a competence that can be taught and learned through the English language subject. The competence also incorporates the concept of education for sustainable development (ESD) in that once one is environmentally conscious, they may work hard to preserve it by the way they control behaviour that is likely to erode any environmental space. In addition, one would work hard to make that space economically viable through entrepreneurship to empower oneself. It was considered feasible to impart all these ideas through the English language classroom because that language is a vehicle of communication studied by every school learner in Zimbabwe. Therefore, it was thought logically possible for learners to be able to use this vehicle to study that competence (i.e., environmental and economic consciousness), and the ESD concept which is one of the ―cross-curricular themes‖ listed in the Handbook on Teacher Professional Standards, p. 6). In order to prove the veracity and workability of this idea, work was carried out with a pre-service teacher on a Graduate Diploma in Education (Grad DE) programme at the University of Zimbabwe. The author was the supervisor, overseeing the facilitation of learning by a form one class that the student teacher was teaching English language, incorporating the competence and the ESD concept. Occasional Paper 2017-05-01T00:00:00Z