Browsing by Author "Ndlovu, Penelope Princess Zandile."

Now showing 1 - 2 of 2

Exploring gender representations in selected science textbooks.
(2019) Ndlovu, Penelope Princess Zandile.; Mudaly, Ronicka.
South African education policies such as Curriculum and Assessment Policy Statements of 2010, and legislation such as National Education Policy Act of 1997, and South African Schools Act of 1996, were established after 1994 to deal with (among other things) gender inequalities in education. However, women continue to be under-represented in Science, Technology, Engineering, and Mathematics (STEM) careers, while men dominate in these fields. This study provides the analysis of selected science textbooks that are used to teach science in South Africa, to establish if science textbooks could be the reason for women’s under-representation in STEM fields. This qualitative study was located in the critical paradigm and Critical Discourse Analysis was adopted as the method of data generation and analysis. The sample comprised of four purposefully selected science textbooks that are used for teaching and learning from the Intermediate Phase to Further Education and Training phase in the South African context. The Feminist Post-Structuralist Discourse Analysis was used as a lens to guide the interpretation of the findings. The implication of the findings is that science education continues to be permeated with patriarchy. Science teachers have the responsibility to critically evaluate science textbooks to verify whether they are gender inclusive or possess gender bias. In the cases where there is evidence of gender bias, teachers need to point out the bias to the learners. They must then work with learners to develop strategies of how to resist symbolic violence and political ideology presented by print media. This study concludes by proposing that science textbooks portray males and females as producers of scientific knowledge and as possessors of scientific inventions, to address masculinist science that is presented in patriarchal view. In this way conducive environments for science teaching and learning will be attained, and possibly advance women’s representation and participation in STEM fields.
Gender representations in physical sciences textbooks: student teachers’ pedagogical responses.
(2024) Ndlovu, Penelope Princess Zandile.; Singh, Shakila.; Maistry, Suriamurthee.
This research aimed to analyse the representations of gender in Physical Sciences textbooks and explore student teachers’ pedagogical plans for mitigating biased messages found in texts designed for science teaching and learning. The study adopted tenets of the critical paradigm and drew on theories of the Social Construction of Gender, Feminist Post Structuralist Discourse Analysis, and Critical Theory as the main analytical lenses. The data was produced and analysed in two phases. Firstly, gender representations in the selected Physical Sciences textbooks were analysed using critical discourse analysis. The findings show that the textbooks are gendered masculine and promote Western ideals, which implies inadequate decolonisation of the science curriculum. The text framing depicted men in roles that are prone to conveying a message of male supremacy and female inferiority. This was seen through the overrepresentation of men as producers of scientific knowledge. The studied textbooks did not acknowledge the contributions of female scientists. Conversely, the inventions of male scientists were consistently highlighted and used as an introduction to the majority of topics covered in these textbooks. Secondly, student teachers from one University were sampled to explore their pedagogical responses to gender representations in chosen Physical Sciences textbooks and what factors influence these interpretations. I employed qualitative methods through a blended approach, including face-to-face interviews and telephonic interviews through WhatsApp voice messaging. I utilised thematic analysis to analyse and interpret data and identify key themes for presenting the findings. The research found that student teachers identified ways in which the content of studied textbooks promotes traditional masculine norms and negative societal stereotypes that undermine and devalue women, which could lead to girls dropping out of the Physical Sciences stream. The omission of women's input in the development of scientific knowledge in specific textbooks was regarded as a type of gender-based discrimination against women. The engagements with the student teachers indicate that they can be helpful agents of curriculum decolonisation and degendering, as was evident in their delineations of self-efficacy to disrupt gender norms and stereotypes from Physical Sciences textbooks. They proposed strategies to disrupt gender norms and negative stereotypes in science textbooks. By challenging deeply ingrained masculine norms disseminated through Physical Sciences textbooks, there is apossibility of enhancing the presence and participation of women in career fields related to science, technology, engineering, and mathematics (STEM).