MARC details
| 000 -LEADER |
|---|
| fixed length control field |
01646nam a22002657a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20210505141927.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
210503b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
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| International Standard Serial Number |
18146627 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
L81.A33 AFR |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Morojele, P. J. |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Basotho teachers’ constructions of gender: |
| Remainder of title |
implications on gender equality in the schools / |
| Statement of responsibility, etc. |
created by P. J. Morojele |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Pretoria |
| Name of producer, publisher, distributor, manufacturer |
UNISA Press and Routledge |
| Date of production, publication, distribution, manufacture, or copyright notice |
2012 |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Africa Education Review |
| Volume/sequential designation |
Volume 9 , number 1 , |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
This paper gives prominence to rural teachers’ own accounts of gender in three co-educational primary schools in Lesotho. The paper employs the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (observations and informal discussions), it discusses factors that inform teachers’ constructions of gender and the implications of these on gender in/equality in the schools. Twelve teachers’ (male = 1; female = 11) participated in the study. Analysis denotes how teachers constructed masculinities and femininities as inherent gender qualities, and the role of Basotho culture, language and its discourse in promoting gender inequalities. The conclusion provides strategies that would strengthen teachers’ ability to promote gender equality in schools. |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Femininities |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Masculinities |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Teachers |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
https://doi.org/10.1080/18146627.2012.683611 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |