Unravelling the gender bind, uncovering the heterogeneity of domination

ABSTRACT

Gender norms and learned practices of student teachers can influence their performance in practice, either fixing or challenging, gendered social norms and expectations. This paper shares the findings of a multi-year mixed-methods research project that explored the understandings of gender norms and experiences of students and staff within a large teacher-training college in Tanzania. Data was collected to inform a wider gender mainstreaming initiative across the institution. Using a blend of quantitative and qualitative methods, the findings identified a strict and rigid gender binary which seemed to inform attitudes and practices of teaching and learning. Furthermore, it uncovered heterogeneous forms of gendered domination that were experienced by staff and pupils within the institution. The findings suggest that stand-alone ‘female only’ gender mainstreaming strategies may not be sufficient to achieve a gender equitable environment within the institution. Rather, it suggests that a whole-of-community approach is necessary to unravel deep-rooted biases and to tackle diverse forms of domination that affect different members of the college community in different ways. Such findings are particularly important in light of the epistemic power that is conferred on teacher-graduates and that is transferred through teaching practices to communities across Tanzania.

KEYWORDS:

• Development
• higher education
• gender norms
• gender mainstreaming
• epistemic power

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr Susan P. Murphy, Lecturer in Development Practice, School of Natural Sciences, Geography, Trinity College Dublin, the University of Dublin, Ireland.

Dr Dativa Shilla, Lecturer in Science, Faculty of Science, Dar es Salaam University College of Education, Tanzania.

Dr Consolata Chua, Lecturer in Education, Faculty of Education, Dar es Salaam University College of Education, Tanzania.

Dr Christina Raphael, Lecturer in Education, Faculty of Education, Dar es Salaam University College of Education, Tanzania.

Niamh O’Rourke, MSc in Development Practice, School of Natural Sciences, Geography, Trinity College Dublin, Ireland.

Molly Middlehurst, MSc in Development Practice, School of Natural Sciences, Geography, Trinity College Dublin, Ireland.

ORCID

Susan Murphy http://orcid.org/0000-0002-2270-9198