Unravelling the gender bind, uncovering the heterogeneity of domination
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; epistemic power; gender mainstreaming; gender norms; higher education
Document Type: Research Article
Affiliations: 1: School of Natural Sciences Geography, Trinity College Dublin, Dublin, Ireland 2: Faculty of Science, Dar es Salaam University College of Education, Dar es Salaam, Tanzania 3: Faculty of Education, Dar es Salaam University College of Education, Dar es Salaam, Tanzania 4: School of Natural Sciences, Geography, Trinity College Dublin, Dublin, Ireland
Publication date: 03 April 2019
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