Description
This essay discusses the ways in which gender equality has been attempted in South African schools during the HIV and AIDS epidemic. The author distinguishes between short-term interventions, which focus on changing individual behavior, and institutional approaches, which seek to change school structures. The author argues that the institutional approach is more effective in achieving gender equality.
Since the democratic elections in 1994, there have been concerted efforts to redress race and gender inequalities in South Africa. Learners and teachers have responded in their own ways to change and this nuanced analysis reveals their struggles to realise gender equality by living gender differently. In distinguishing short-term interventions to change behaviour from institutional approaches, which seek to transform school structures, this book offers a new framework for understanding gender-equality initiatives.
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