Abstract

Since South Africa’s transition to democracy, numerous policies have been enacted to address gender oppression. Taking its cue from the country’s constitution, these policies and acts, such as the Higher Education Act (1997), aim, in particular, to promote social justice by addressing gender imbalances in society. Likewise, the vision of Sol Plaatje University includes advancing social justice by addressing gender oppression. The prevalence of various types of violence against women suggests that South African women are still being oppressed; it also points to power imbalances within society that are aimed at maintaining the status quo. This paper seeks to explore the value of an education module at Sol Plaatje University to raise the consciousness of first-year education students about gender oppression. Data were generated through three reflective narratives, through which six students from diverse ethnic and linguistic backgrounds were requested to reflect on and narrate their socialisation and their experience of the module. We used Harro’s (2000b) cycle of socialisation and Love’s (2000) cycle of liberation as lenses to make sense of the students’ experiences of gender and the module. Indications from the narratives are that this particular module has the potential to raise student teachers’ consciousness about gender oppression.

摘要

自从南非向民主过渡以来，已经制定了许多政策来解决性别压迫问题。这些政策和法案，例如《高等教育法》（1997 年），以国家宪法为线索，旨在通过解决社会中的性别失衡问题来促进社会正义。同样，Sol Plaatje 大学的愿景包括通过解决性别压迫来推进社会正义。各种暴力侵害妇女行为的盛行表明南非妇女仍然受到压迫；它还指出社会内部旨在维持现状的权力不平衡。本文旨在探讨 Sol Plaatje 大学教育模块的价值，以提高一年级教育学生对性别压迫的认识。数据是通过三个反思性叙述生成的，通过这些反思性叙述，要求来自不同种族和语言背景的六名学生反思和叙述他们的社会化和模块体验。我们使用 Harro (2000b) 的社会化周期和 Love (2000) 的解放周期作为镜头来理解学生对性别和模块的体验。叙述表明，这个特定的模块有可能提高学生教师对性别压迫的认识。我们使用 Harro (2000b) 的社会化周期和 Love (2000) 的解放周期作为镜头来理解学生对性别和模块的体验。叙述表明，这个特定的模块有可能提高学生教师对性别压迫的认识。我们使用 Harro (2000b) 的社会化周期和 Love (2000) 的解放周期作为镜头来理解学生对性别和模块的体验。叙述表明，这个特定的模块有可能提高学生教师对性别压迫的认识。