Gender Issues In Zimbabwe’s Two Main English Language Textbooks In The Primary Schools

dc.contributor.author	Marira, Chipo
dc.coverage.spatial	Zimbabwe	en_GB
dc.date.accessioned	2014-10-06T09:21:28Z
dc.date.available	2014-10-06T09:21:28Z
dc.date.issued	1991-07
dc.identifier.citation	Marira, Chipo (1991) Gender Issues In Zimbabwe’s Two Main English Language Textbooks In The Primary Schools. Zimbabwe Journal of Education Research (ZJER), Vol.3, No.2. Harare, Mt. Pleasant: HRRC.	en_GB
dc.identifier.issn	1013-3445
dc.identifier.uri	https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/4659
dc.description	A Journal Article.	en_GB
dc.description.abstract	A content analysis of two series of English language textbooks by two publishers predominantly used in Zimbabwean Primary Schools was made. A total of approximately 779 units of work were analyzed for gender ratios in professional occupations, domestic chores, leading characters in stories and sexist language. The study found that the textbooks reflected a male gender bias and that the textbooks continue to be reprinted without decrying their use and prevalence in schools.	en_GB
dc.language.iso	en	en_GB
dc.publisher	Human Resourse Research Centre, (HRRC), University of Zimbabwe.	en_GB
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/3.0/	en_GB
dc.subject	Education	en_GB
dc.subject	Gender	en_GB
dc.title	Gender Issues In Zimbabwe’s Two Main English Language Textbooks In The Primary Schools	en_GB
dc.type	Article	en_GB
dc.rights.holder	University of Zimbabwe	en_GB

Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/3.0/