Geslagsgelykheid in opvoedkundige ruimtes en praktyke: ’n feministies-pedagogiese ondersoek

Abstract

This article explores the gender disparity in post-democratic education in South Africa. Since 1994, monumental shifts in the country’s educational landscape have occurred. The transfor-mational education agenda has emerged as a response to historical inequalities, aiming to create an education system that will empower marginalised individuals, uplift disadvantaged communities and build a more just society. However, as racial disparities have tended to take centre stage in education, gender issues are often neglected. Instead, the broader transformative discourse is characterised by complex intersections of race, class and gender disparities. While the racial divide in South Africa’s nascent democracy was immediately visible and required urgent attention, the complexities of addressing all forms of inequality have proved to be a significant challenge. Using feminist pedagogy as a theoretical lens I will examine how educational institutions are not immune to the perpetuating of historical norms and practices. Gender roles, deeply ingrained in society’s fabric, often continue to shape curricula, pedagogical methods and policies in education spaces. Consequently, the inertia of institutional structures and practices has hindered the integration of gender and feminist themes in education. Despite this, African women continue to challenge cultural and societal barriers, lack of access to resources and discrimination. Grounded in recent theoretical advances in relevant literature, I argue that terms like equal chances and equal access for women in education should not be mere empty phrases. Instead, we should work diligently to enable girls and young women to find their purpose and realise their career ambitions through education. Unfortunately, constructing transformative interven-tions with equality for all as the guiding principle does not necessarily result in gender equity. Rather, the focus should be on the inclusion of gender issues in education using a post-colonial, feminist lens. Patriarchy in education continues to prevail as a social system in which men continue to hold primary power and predominate in roles of political and educational leadership, moral authority, social privilege and control of property. Historically it has been a significant factor in the marginalisation of women in education. Over the past decade this has changed significantly. However, it is still evident in the high proportion of men holding leadership positions in schools and higher education institutions. This research shows that while gender and feminist themes are often absent from the transformative education agenda in South Africa, women make up the majority of learners in primary and secondary schools, as well as of students in higher education institutions. The underrepresentation of women in leadership roles is another instance of prejudice. Women are still under-represented in prominent academic roles, despite attempts to advance gender equality. The lack of mentorship and support for women in academia, as well as gender preconceptions that suggest men are more capable of leadership, are both contributing factors to this discrimination. This article builds on the knowledge and perspectives of scholars who believe that women are often excluded in educational spaces and therefore should be included in order to foster a more inclusive and culturally responsive educational environment (Koseoglu 2020; Bešić 2020). Additionally, as the Education White Paper 3: Programme for the Transformation of Higher Education has emphasised, the growth, development and empowerment of women and other gender groups discriminated against, such as the LGBTQIA+ community, need to be prioritised to advance fair access to opportunities, especially in higher education. Female educational stakeholders frequently grapple with patriarchal norms because often discrimination, social and cultural restrictions, and limited access to resources, are deeply embedded in educational practices and spaces. There are a number of crucial actions that can be implemented to address these issues in order to achieve a more transformative educational landscape in South Africa. For example, it is uncommon to see gender or women’s issues assume any degree of concern in educational research, policy or preparation discourses (Akala 2018), despite the fact that the majority of teachers, school counsellors, librarians, primary school principals and other educational personnel in South Africa and, to some extent, Africa, are women. This lends further credibility to the argument that women’s voices should be considered when constructing educational programmes to challenge those in power who still act as gatekeepers. In order for this to occur, a fundamental shift in mindsets and power dynamics needs to take place. Challenging patriarchal gatekeepers is essential for building an inclusive, diverse and equitable educational system. By acknowledging historical injustices, embracing diverse perspectives and dismantling entrenched power structures, South Africa can pave the way for transformative change that empowers women, so that we can forge a more just future. Feminist pedagogy seeks to create a more inclusive and equitable learning environment by actively addressing issues of power, privilege and oppression (Collins 2009). This approach often prioritises the voices and experiences of marginalised women, such as those who are poor, rural or disabled. African feminists also recognise the importance of challenging traditional gender roles and working towards the empowerment of women in all aspects of life, including politics, education and the workplace (Arnfred and Adomako Ampofo 2010). In addition, African feminist pedagogy foregrounds the ways in which the intersections of race, gender and class affect the lives of women and calls for their empowerment through the dismantling of oppressive systems. The feminist pedagogy discussed in this article takes into account the four waves of feminism: the struggle for the vote and property rights for women in the first wave at the turn of the century; the second-wave fight in the 1960s against inequality and discrimination, particularly in the workplace; the third wave in the 1990s which sought to broaden feminism to include the struggles of black and queer women; and the fourth wave, which began with the #MeToo movement which sought to expose and condemn sexual offences and harassment against women (Currier 2020). Scholars such as Baloyi and Phumzile (2022) recognise that the educational landscape in South Africa is still subject to the same age-old prejudices against black women. In order to prioritise the voices and experiences of marginalised women in South Africa, a comprehensive and multifaceted approach is necessary. By recognising intersectionality, transforming education, amplifying voices through media and digital platforms, implementing inclusive policies and fostering economic empowerment, the country can challenge patriarchal norms and create an environment that truly uplifts marginalised women. Only through these concerted efforts can we lay the foundation for a more inclusive, equitable and just society where the experiences and voices of all South Africans, regardless of their gender or background, are equally valued and heard, particularly in education.