5.2 CHILDREN’S CONSTRUCTION OF GENDER
5.3.1 Computer room as a gender neutral zone
155 5.3 SPACES AND PLACES OF CHILDREN’S EXPERIENCES OF GENDER
In this section I discuss the findings of this study that denote the spaces and places of gender within the school context. The study identified spaces and places that girls and boys occupied within the schools as the zones of gender construction, in other words, the places that girls and boys occupied that shaped their gender identity. The findings of this study point to three categories of these spaces and places that I name the gender neutral zone, gender zone and the gender secretive zone. Firstly, I discuss the findings in the gender neutral zone, the computer room. Secondly, I present the findings in the gender zone, the principal‟s office, assembly area, classroom, and the playground. Lastly I illustrate the findings in the secretive zone that is the toilets and the bush. The sizes of these spaces and places are linked to power, for example, occupying the bigger spaces means more power and then occupying the lesser spaces means being subordinated.
156 an issue in the computer room; instead learners were free to use the computers and search for the information that they wanted. This indicates that the computer lessons had a positive influence on girls‟ and boys‟ schooling experiences. Moreover, this indicated that the computer room had a significant role in creating a gender space for children to unite as equal partners. This also showed the possibility of children having relationships with others whom they share similar interests irrespective of gender. Research by Bhana (2005b) and Morojele (2010; 2011a) draws attention to the powerful role that schools play in counteracting the curse of gender inequalities.
On a Wednesday, when I was at uZalo Primary with the four girls and boys I was working with, during the first break I observed that girls and boys wanted to go back to class quickly, as soon as the bell rang indicating that the break was over. This was unusual because on other days I had to keep on reminding them that the break is over. They were excited and looking forward to a computer lesson. The following illustrate the children responded when asked about what they like at school:
Siya: Oh, yes I like computer room; it is the best place ever because I can freely play there. You know mam, the teacher allows us to do what we want on the computer. I wish we had more of the computer periods, now we only go there once a week. Eish! We have grade 7 computer competition next week so we are currently practising……….
Bongiwe: Madam, I also like the computer room we sit according to the numbers that Sir gave us. So it doesn‟t matter whether you are a boy or a girl. Hhhhhe, we sit so quiet and do what we want, lol (laughing out loud). We are not allowed to change computers because we save our work in one computer.
157 Implied in Siya and Bongiwe‟s view is that, the computer room provided a space for freedom and gender equality. This view illustrated that girls and boys are eager to work together and display their outstanding aptitude as Siya looked very happy when she talked about the computer room. For the Grade 7 inter class computer competition, each class had a chance to practise after school since they only had one hour of computer lessons in a week. Parents would normally wait for their children since they were finishing late. Siya and Bongiwe were a team from Grade 7A which was to compete with the other team from Grade 7D. Their parents were excited about the competition and supportive of their relationship even though there were a girl and a boy. The plan was to motivate them to work hard together and win the competition. As Rose (2007) agrees, children can enjoy relationships with their opposite gender peers.
158 Picture 3
When I asked what was happening in the picture as I saw the sitting arrangement showing girls and boys sitting next to each other. As mentioned above, in the computer room gender was not an issue.
Vusi: Oh mam, here this is where I do my school work relaxed. Bongiwe, a girl from our class help me when my computer does funny things. Mr Nowel allows us to do what we want and it helps me because I sit next to Bongiwe and she helps me to search information when we have assignments……. …..
Kaise: What do you mean if you say, you do what you like in class?
Vusi: I do not mean it in a bad way, we are able to talk to girls and ask for help without anyone telling them we are dangerous. I am also free to talk to Bongiwe because she is a master of computer.
The above excerpt, illustrated that the computer teacher Mr Nowel (pseudonym) did a significant situation at school because he did not use the taken for granted understanding of gender however acted on the best interest of all children under his supervision. Parents supported his idea of working with children as mixed gender groups. Healy (2011) notes that those “parents that are concerned for the happiness in their children‟s relationships; are the same parents who normally are concerned for their children‟s educational development”. This indicated an understanding
159 between all stakeholders at school in presenting an opportunity for girls and boys to value and respect their opposite gender relationships.
To follow up the issue of computer lessons, I analysed the Grade 7-time table and observed that each class had a one-hour period per week. From my teaching experience I was aware that in National Curriculum Statement there is not time allocated for the computer lessons in primary schools. As a result, each school has to be creative on how they allocate time for computer lessons. There was flexibility when it came to computers and less pressure from the educator.
The findings also revealed that girls and boys acquired pleasure from the opportunity to be in the space where they were free to be themselves and interact socially without teachers controlling them. Therefore, this further indicates the possibility of an important role that the schools can play in enhancing gender equality.