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Overview

Recent research in Zimbabwe, as elsewhere in Sub-Saharan Africa, is confirming that schools play a major role in socialising children into the adult gender roles they will carry out both in the family and the economy. Boys are taught to be ‘masculine’ and girls ‘feminine’, according to the norms of their society. Such education cannot contribute to development and increased gender equity.

This article is hosted by our co-publisher Taylor & Francis. For the full table of contents for this and previous issues of this journal, please visit the Gender and Development website.

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DOI

10.1080/741922729

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