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Relevant bibliographies by topics / Sexism in education – Lesotho

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Academic literature on the topic 'Sexism in education – Lesotho'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Sexism in education – Lesotho"

1

Gillborn, David. "Sexism and Curricular ‘Choice’." Cambridge Journal of Education 20, no. 2 (1990): 161–74. http://dx.doi.org/10.1080/0305764900200207.

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Huntington, Robin. "Sexism in the Classroom." Equity & Excellence in Education 22, no. 4-6 (1986): 100–104. http://dx.doi.org/10.1080/0020486860220418.

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Sebatane, E. Molapi. "Educational Assessment in Lesotho." Assessment in Education: Principles, Policy & Practice 5, no. 2 (1998): 255–69. http://dx.doi.org/10.1080/0969594980050207.

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O'Reilly, Patricia, and Kathryn Borman. "Sexism and sex discrimination in education." Theory Into Practice 26, sup1 (1986): 490–96. http://dx.doi.org/10.1080/00405848709543317.

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Lerner, Phyllis. "Harassment: A Symptom of Sexism." Equity & Excellence in Education 33, no. 1 (2000): 84–86. http://dx.doi.org/10.1080/1066568000330113.

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Liu, Liangfei. "Gender Discrimination Underlying in Higher Education in Universities." International Research in Higher Education 6, no. 1 (2021): 30. http://dx.doi.org/10.5430/irhe.v6n1p30.

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Since ancient times, sexism has existed in all aspects of people's lives. Women have always been at the bottom of society. Even upper-class women also have to abide by the principle of " obeying father at home, obeying husband after getting married, and obeying son after the husband died" as the social ethics. After the founding of new China, the idea that "women hold up half the sky" gradually spread. On the whole, the social status of Chinese women has been greatly improved. But sexism is still rife. Especially in colleges and universities, the underlying sexism on campus, in its "normal" fo

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Hamblen, Karen A. "Rethinking Roles: Art Education, Sexism, and DBAE." Design For Arts in Education 89, no. 4 (1988): 43–47. http://dx.doi.org/10.1080/07320973.1988.9938157.

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Chere-Masopha, Julia, Tebello Tlali, Tankie Khalanyane, and Edith Sebatane. "The Role of Teacher Educators in Curriculum Reforms in Lesotho Schools." International Journal of Learning, Teaching and Educational Research 20, no. 6 (2021): 386–402. http://dx.doi.org/10.26803/ijlter.20.6.20.

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To a certain extent, many curriculum reforms that have been introduced in Lesotho schools have been unsuccessful. Teachers’ preparedness to implement these reforms has been the major factor for the failures. Involving teacher education providers in the preparation of teacher preparedness could improve the success rate of these school reforms. Therefore, understanding how education educators prepare teachers for curriculum reforms could assist to understand why school teachers often appear to be ill-prepared for curriculum reforms. Accordingly, this paper investigated the views of six teacher e

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Dart, Barry C., and John A. Clarke. "Sexism in Schools: a new look." Educational Review 40, no. 1 (1988): 41–49. http://dx.doi.org/10.1080/0013191880400104.

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Masten, John T., and Donald W. Richard. "Adaptating American adult-education methods in lesotho." Journal of Technology Transfer 15, no. 3 (1990): 40–44. http://dx.doi.org/10.1007/bf02372413.

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Dissertations / Theses on the topic "Sexism in education – Lesotho"

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Malataliana, Phaello. "The link between intercultural diferences and an optmal teaching and learning environment in a Maseru school." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020113.

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Whenever two or more people from different cultures interact in an educational environment learning and teaching can be affected either positively or negatively. The study sought to establish the link between intercultural differences and optimal teaching and learning environments. The aim of the study was therefore to enhance teaching and learning environments through improved intercultural understanding. The research was based on the qualitative approach. The research design that was used in the execution of the study was a case study. The data collection methods that were used were focus gr

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Carroll, Whitney E. "Perceptions of Subtle Sexism in the Higher Education Workplace." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/587038.

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Educational Leadership<br>Ed.D.<br>The purpose of this study was to determine how higher education administrators, faculty, and staff are able to identify subtle sexism, and indicate how they perceive it in the higher education workplace. Past research has also shown micro-aggressions lead to hostility and uncertainty in the workplace (Swim et al., 1995, 1997; Tougas et al., 1995). The design of this study does not allow for casual inference but data from the pilot study indicate that contemporary sexism in the workplace impacts men, women, and the LGBTQ community.This was a mixed methods stud

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Kalake, Matsitso. "Factors enabling and constraining ICT implementation in schools: a multiple case study of three secondary schools in Lesotho." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004539.

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This study focused on the implementation of ICTs in secondary schools in Lesotho. The main question addressed was: What are the enabling and constraining factors in the implementation of ICTs in schools? The work was undertaken in recognition of the fact that schools in the country were autonomously acquiring computers and using a variety of curricula without much coordination and policies from the government. There were factors encouraging schools to delve into this educational change: and challenges were already evident. This required further investigation. The research approach commenced wi

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Potjiri, Elizabeth Tello. "Free and compulsory primary education in Lesotho : democratic or not?" Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49968.

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Thesis (MEd)--University of Stellenbosch, 2004<br>ENGLISH ABSTRACT: The central question of this thesis is whether free and compulsory primary education in primary government schools of Lesotho has the potential to be thickly democratic. I hold that the Free and Compulsory Primary Education (2000) policy is a less democratic project because it is characterised by principles of thin democracy. My claim is that free and compulsory primary education in Lesotho can be more democratic if there is balance in the demand for equity of access in the FPE (2000) project. I hold that in order to

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Monaheng, Nkaiseng ̕Mamotšelisi. "Implementation tensions and challenges in donor funded curriculum projects: a case analysis of environmental and population education projects in Lesotho." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003450.

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This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was

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Penduka, Mamthembu Mamachele. "Differentiation in higher education : a case study of Lesotho." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20628.

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Differentiation has become a crucial policy driver in higher education systems that attempts to respond to global pressures for a highly skilled labour force, employ new technologies and adapt to unpredictable or volatile global product markets and rapid technological change. In order to be globally competitive, nations have to place knowledge production, accumulation, transfer and application at the centre of their national development strategies. This study investigates the case of Lesotho, a relatively small African country with a colonial past that has left a lasting imprint, both enabling

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Moshoeshoe, Ramaele Elias. "Essays in economics of education: free primary education, birth order and human capital development in Lesotho." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16598.

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Includes bibliographical references<br>Given the low levels of educational standards in the developing world, the World Education Forum adopted the Dakar Framework for Action (DFA) in 2000, calling for quality 'Education for All' children of school-going age. Heeding to this call, many sub-Saharan African countries instituted Free Primary Education (FPE) policies. Lesotho instituted the FPE programme in 2000 on a grade-by-grade basis; first abolishing school fees in grade one, and then in successive higher grades each following year. This thesis consists of a short introductory chapter, three

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Kosmerl, Katherine M. "Teachers' perceptions of gender bias in the classroom." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001kosmerlk.pdf.

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Garvey, T. "Intercultural education : the case of Ireland and Lesotho Primary Teacher Education Support Project." Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403478.

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Raselimo, Mohaeka Gabriel. "Curriculum reform in Lesotho: exploring the interface between environmental education and geography in selected schools." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003369.

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This study sought to explore the interface between environmental education (EE) and school geography with a view to understanding a process of curriculum reform in the context of Lesotho. The research was based on the curriculum reform process that was initiated by a Danish donor-funded project, known as the Lesotho Environmental Education Support Project (LEESP), which operated from 2001 to 2004. Driven by a sustainable development imperative, the project was intended to assist Lesotho in the implementation of local action for Agenda 21 by introducing environmental education into the formal e

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Books on the topic "Sexism in education – Lesotho"

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Qobo, C. M. Education in Lesotho: A bibliography. The Association., 1991.

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Thelejani, T. Sohl. Implementing educational policies in Lesotho. World Bank, 1990.

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Female education and child survival in Lesotho. Demography Unit, Dept. of Statistics, National University of Lesotho, 1996.

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Yoder, P. Stanley. HEALTHCOM in Lesotho: Final evaluation report. Center for International, Health & Development Communication, University of Pennsylvania, 1990.

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Environmental Education Workshop (1994 Morija, Lesotho). Report on the Environmental Education Workshop. LANFE, 1994.

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6

Askew, Susan. Boys don't cry: Boys and sexism in education. Open University Press, 1988.

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Carol, Ross, ed. Boys don't cry: Boys and sexism in education. Open University Press, 1988.

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Lesotho, National University of. National University of Lesotho: Strategic plan. National University of Lesotho, 2002.

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9

The history of education in Lesotho: Six brief subsectoral studies. House 9 Publications, National University of Lesotho, 2007.

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Askew, Sue. Sexism in boys' schools: Materials for INSET. s.n., 1985.

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Book chapters on the topic "Sexism in education – Lesotho"

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Preece, Julia, and David Croome. "Lesotho." In International Perspectives on Older Adult Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_21.

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Lissard, Katt. "Venus in Lesotho." In Feminist Popular Education in Transnational Debates. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137014597_6.

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Rodriguez-Kiino, Diane, Yuko Itatsu, and Yuko Takahashi. "STEM Education in Japan." In Surviving Sexism in Academia. Routledge, 2017. http://dx.doi.org/10.4324/9781315523217-7.

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Doob, Christopher B. "Inequalities of the American Education System." In Poverty, Racism, and Sexism. Routledge, 2021. http://dx.doi.org/10.4324/9781003130550-4.

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Skurzewski-Servant, Missy, and Marilyn J. Bugenhagen. "Career Navigation of Female Leaders in Higher Education." In Surviving Sexism in Academia. Routledge, 2017. http://dx.doi.org/10.4324/9781315523217-23.

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Garrett, Bre, Aurora Matzke, and Sherry Rankins-Robertson. "Reembodying the Positionality of MiddleMAN Administrators in Higher Education." In Surviving Sexism in Academia. Routledge, 2017. http://dx.doi.org/10.4324/9781315523217-29.

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Hinck, Shelly Schaefer, Salma Ghanem, Ashley Hinck, and Sara Kitsch. "Exploring the Decision to Pursue a Career in Higher Education Administration." In Surviving Sexism in Academia. Routledge, 2017. http://dx.doi.org/10.4324/9781315523217-3.

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Mohamedbhai, Goolam. "IAU President Walter Kamba (1990–1995): A Man of Conscience." In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_7.

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AbstractIn June 1983, I participated, as representative of the University of Mauritius, in a training course on improving teaching and learning for academics from different African universities. It took place at the Roma campus of the National University of Lesotho. One afternoon, we were introduced to a distinguished guest speaker, Professor Walter Kamba, Vice-Chancellor of the University of Zimbabwe.

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Potterton, Mark, and Nathan Johnstone. "A Beacon of Hope: Catholic Schooling in South Africa (and Lesotho)." In International Handbooks of Religion and Education. Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_29.

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English, Fenwick W., and Rosemary Papa. "Social Justice Leadership Against Racism and Sexism: A Retrospective and Prospective Analysis." In Handbook on Promoting Social Justice in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_81.

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Conference papers on the topic "Sexism in education – Lesotho"

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Özdemir, Erkin. "Sexism And Proffessional Performance Of Female Instructors." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.43.

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Cohoon, J. McGrath, Monica Nable, and Paul Boucher. "Conflicted identities and sexism in computing graduate programs." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142915.

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Agut, Sonia, Francisco Lozano-Nomdedeu, and Rosana Peris. "THE RELATIONSHIP BETWEEN GENDER TRAITS AND AMBIVALENT SEXISM." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2380.

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Rainey, Katherine, Melissa H. Dancy, Roslyn Mickelson, Elizabeth Stearns, and Stephanie Moller. "STEM Majors’ Perceptions of Racism and Sexism in STEM." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.077.

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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEM

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Nissen, Jayson M., and Ben Van Dusen. "Educational debts incurred by racism and sexism in students’ beliefs about physics." In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.nissen.

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Hlojeng, Mampaqa Anna, and June Palmer. "MITIGATING ACADEMIC UNDERACHIEVEMENT OF VULNERABLE LEARNERS IN LESOTHO HIGH SCHOOLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0158.

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Bao, Yu. "Online Reality Show Negatively Impacts on Audience Perceptions of Sexism." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.029.

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Ungaretti, Joaquín. "Hostile And Benevolent Sexism: The Role Of Conservatism And Intergroup Hierarchy." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.28.

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Zengeya, Theressa Madzingesu, Gregory Alexander, and Desiree Pearl Larey. "CONSIDERATIONS OF TALENT MANAGEMENT IN RETENTION OF ACADEMICS IN THE NATIONAL UNIVERSITY OF LESOTHO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end127.

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The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It isthreatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu’s social theory and Adam’s theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu’s theo

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Reports on the topic "Sexism in education – Lesotho"

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Yates, Chris. Keeping children in school : a review of open education policies in Lesotho and Malawi. Institute of Education, University of London, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii084.

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Nyabanyaba, Thabiso. The use of open, distance and flexible learning (ODFL) initiatives to open up access to education in the context of high HIV and AIDS prevalence rates : the case of Lesotho. Institute of Education, University of London, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii081.

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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, rec

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