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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