Abstract:
The South African education system is underpinned by social justice, inclusivity and equality. In an exploration to ascertain the extent to which these principles have influenced the lives of schoolgirls, a PhD study was conducted. This PhD study entitled Curriculum Implications for Gender Equity in Human Rights Education (2010-2013) elicited the perceptions that adolescent schoolgirls have of gender equity. A qualitative narrative inquiry research study employed narrative-photovoice. Narrative-photovoice creates a safe space for adolescent schoolgirls to express themselves through narrating the photographs that they have taken. This data collection method proves insightful when researching sensitive and complex social and hegemonic phenomena.
From the data findings it became evident that the formal curriculum as well as the hidden curriculum (beyond the school context) influence how adolescent schoolgirls perceive gender equity. In particular, their religion and culture are prominent stakeholders which prescribe and dictate how they should be part of society and their roles as girls. In addition, social issues such as teenage pregnancy are regarded as cause and consequence of sexual curiosity and mould perceptions of gender equity as negligent for schoolgirls but socially accepted for schoolboys. The adolescent schoolgirls' gender identities exposed the elusive and complex nature of gender equity as it engages with gender plurality nuances (in terms of lesbian, gay, bisexual, transgender, queer, asexual), difference and sameness discourses as well as gender-neutral stances.
Being cognizant of schoolgirls' perceptions of gender equity is of primary concern to curriculum developers. For social justice, inclusivity and equality to manifest in the education system, the curriculum needs to engage with gender equity in all its complexity. It is only until the realities faced by our schoolgirls are engaged with that social transformation can transpire.
From the data findings it became evident that the formal curriculum as well as the hidden curriculum (beyond the school context) influence how adolescent schoolgirls perceive gender equity. In particular, their religion and culture are prominent stakeholders which prescribe and dictate how they should be part of society and their roles as girls. In addition, social issues such as teenage pregnancy are regarded as cause and consequence of sexual curiosity and mould perceptions of gender equity as negligent for schoolgirls but socially accepted for schoolboys. The adolescent schoolgirls' gender identities exposed the elusive and complex nature of gender equity as it engages with gender plurality nuances (in terms of lesbian, gay, bisexual, transgender, queer, asexual), difference and sameness discourses as well as gender-neutral stances.
Being cognizant of schoolgirls' perceptions of gender equity is of primary concern to curriculum developers. For social justice, inclusivity and equality to manifest in the education system, the curriculum needs to engage with gender equity in all its complexity. It is only until the realities faced by our schoolgirls are engaged with that social transformation can transpire.