Teachers’ perspectives on the promotion of gender equality in Grade R.

Abstract

The first year of formal schooling for a child in South Africa is grade R. During this time, the child becomes conscious of themselves and others. In this first academic year, gender becomes a crucial component of a child’s consciousness. This awareness might be brought about formally or informally. In some ways, it is emphasised or internalised more to distinguish between the genders., such as using spoken language, providing specific resources in the classroom, or assigning specific duties to learners. The South African educational system has made significant progress toward being a more inclusive institution. An important component of inclusive education is the acceptance and inclusion of learners' gender identities, including those who identify as non-binary, queer, gay, lesbian, or homosexual, male and female, as equitable learners. Thus, the study attempts to contribute to the topic of gender equality by exploring the perceptions of Grade R teachers on promoting gender equality. This qualitative study, established within an interpretive paradigm, aims to acquire an understanding of gender equality by grade R teachers. By doing so, an investigation to examine how gender equality is promoted in the Grade R classroom will be conducted. In addition, a critical look into the relevance and necessity of promoting gender equality in Grade R is explained. The theoretical frameworks that underpin this study are Critical Emancipatory theory, social role theory and social constructionist theory. The sampling of two Grade R educators at an Early Childhood Development centre in the informal area of Cato Manor, Durban had been purposively selected to provide relevant data. Two data collection methods were used: collages and semi-structured interviews, which assisted in the data generation. This case study provided in-depth knowledge of the perspectives of the Grade R teachers. In doing so, teachers’ perspectives on how gender equality is promoted in grade R and the necessity for the promotion of gender equality in this grade are analysed. The findings showed that teachers have an awareness of the varied gender learners in grade R. This knowledge contributes to their pedagogy, in and out of the classroom. It is recommended that gender-responsive pedagogy be introduced to all teachers, including the in-service training teachers, to provide a cognisance and an inclusive environment for all gendered learners.