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Title:The development of a de-constructed masculinity: self-perceptions of boys in a primary school classroom in Zimbabwe
Author:Shizha, EdwardISNI
Periodical:Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Notes:biblio. refs.
Geographic terms:Zimbabwe
Southern Africa
gender relations
primary education
Primary schools
Sex Roles
Abstract:This article reports on a study which investigated the self-perceptions of primary school boys in Zimbabwe. Drawing on fieldwork in four primary schools in Harare, the author explains how Grade 7 primary school boys perceive their gender identities and assesses their attitudes towards traditional feminine roles and how they relate to these roles. Both qualitative and quantitative data suggest that primary school boys have fluid and flexible self-perceptions. They do not perceive themselves as superior to girls because 'they are boys'. The classroom situation is viewed as a contested terrain in which positions and ratings are not ascribed but are achieved through hard work. A de-constructed masculinity is therefore not necessary among primary school boys in Zimbabwe since their gender self-perceptions are neutral, fluid and not fixed. Among primary school boys, gender boundaries have shifting presence and the pupils can easily cross the gender divide. App., bibliogr., sum.