Teachers’ perceptions and students’ lived experiences in Vocational–Technical subjects in a rural high school in Zimbabwe

Abstract

This paper explores the construction of dominant models of gender among students in the Vocational–Technical. In the backdrop of dominant narratives that structure gender policies and practices in schooling in Zimbabwe, the paper elaborates upon how students’ daily experiences in workrooms perpetuate the feminisation and masculinisation of fields of study such as DT and HESs in ways that inhibit the learning and achievement of boys and girls in these subjects. The argument in this paper is that in order to understand gender inequality in the Voc-Tech curriculum, educators need to understand how sociocultural perceptions of gender are constructed and embodied at the level of classroom interaction among students and teachers. Such insights provide a deeper understanding for addressing gender inequality in Voc-Tech subjects that moves beyond current structural and institutional barriers within a rural African context.

Keywords:

• gender
• Vocational–Technical subjects
• high school
• rural Zimbabwe

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. This is an account of the author's own experience of gender as a high school student in rural Zimbabwe. Later, I found this experience resonating with my responsibilities as a principal working with boys and girls in implementing gender equality policies in Zimbabwe.

2. Technical and vocational education is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of the economic and social life” (UNESCO 2001:2). The acronym Voc-Tech education, program or curriculum will be used in this paper referring to the technical subjects offered in high schools in Zimbabwe. These subjects include Metal Technology, Wood Technology, Technical Graphics, Agriculture, and Building Technology. Collectively these subjects fall under the categories of Design Technology Subjects. Fashion and Fabrics and Foods and Nutrition are also known as Home Economic Sciences.

3. Design Technology (DT) subjects refer to metal technology and design, wood technology and design, building technology and design and technical graphics and design owing to curricular changes in 1990 in Zimbabwe when it became a core component of teaching and learning (Chimwayange 2005:3). Home Economic Science (HES) subjects refer to Foods and nutrition and Fashion and Fabrics. DT subjects are dominated by boys while HES subjects are dominated by girls.

4. Pagomo High School is the pseudonym representing the rural school. The actual name of the school has been changed, as have participants to protect their anonymity.

5. Kukiyakiya is a Shona word that means an unorthodox way of doing things in order to make ends meet. This practice developed and became prevalent during the period of economic and social crisis in Zimbabwe between 2000 and 2008 (Raftopoulos 2009).