{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/35845"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/35845","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"Interplay of masculinity and schooling in rural Zimbabwe","abstract":"This thesis investigates the interplay of masculinity and schooling in postcolonial rural Zimbabwe, which has been affected by both local influences that have antecedents in colonization and by the external, current forces of globalization. By focusing on the construction of masculinities, this study contributes to a deeper understanding of the complicated relations between boys, girls and implications on schooling. This is significant because much research on gender in Zimbabwe has excluded boys’ experiences and how they are implicated in unequal and unjust gender relations. A partial ethnographic study methodology was employed and in-depth interviews, informal conversations and observations with ten purposefully selected students were conducted. From the analysis and discussion of findings using Connell’s multiple masculinities conceptual lens it was evident that traditional notions of masculinity were negotiated through the school’s gender regimes of practical curriculum and corporal punishment which created unequal gender relations. Possibilities of alternative masculinities that could foster healthy gender relations were also observed. The study is significant in contributing knowledge and insights into school gender regimes and relations that impact on students’ experiences and the political significance of gender instability in institutional settings.","abstract_html":"This thesis investigates the interplay of masculinity and schooling in postcolonial rural Zimbabwe, which has been affected by both local influences that have antecedents in colonization and by the external, current forces of globalization. By focusing on the construction of masculinities, this study contributes to a deeper understanding of the complicated relations between boys, girls and implications on schooling. This is significant because much research on gender in Zimbabwe has excluded boys’ experiences and how they are implicated in unequal and unjust gender relations. A partial ethnographic study methodology was employed and in-depth interviews, informal conversations and observations with ten purposefully selected students were conducted. From the analysis and discussion of findings using Connell’s multiple masculinities conceptual lens it was evident that traditional notions of masculinity were negotiated through the school’s gender regimes of practical curriculum and corporal punishment which created unequal gender relations. Possibilities of alternative masculinities that could foster healthy gender relations were also observed. The study is significant in contributing knowledge and insights into school gender regimes and relations that impact on students’ experiences and the political significance of gender instability in institutional settings.","abstract_has_math":false,"creators":["Masinire, Alfred"],"institution":"The University of Western Ontario","degree_name":"Ph D","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Wayne J Martino","Goli Rezai Rashti"],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-10-06","date_published":"2011-10-06","updated_at":"2026-07-27T21:56:18Z","subjects":["Gender","masculinities","postcolonial","globalization","school","rural Zimbabwe."],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/35845","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Wayne J Martino","Goli Rezai Rashti"]},{"key":"dc:creator","label":"Author","values":["Masinire, Alfred"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-10T20:42:56Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-10T20:42:56Z"]},{"key":"dc:date.issued","label":"Date","values":["2011-10-06"]},{"key":"dc:publisher","label":"Institution","values":["The University of Western Ontario"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph D"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Gender","masculinities","postcolonial","globalization","school","rural Zimbabwe."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/35845"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["This thesis investigates the interplay of masculinity and schooling in postcolonial rural Zimbabwe, which has been affected by both local influences that have antecedents in colonization and by the external, current forces of globalization. By focusing on the construction of masculinities, this study contributes to a deeper understanding of the complicated relations between boys, girls and implications on schooling. This is significant because much research on gender in Zimbabwe has excluded boys’ experiences and how they are implicated in unequal and unjust gender relations. A partial ethnographic study methodology was employed and in-depth interviews, informal conversations and observations with ten purposefully selected students were conducted. From the analysis and discussion of findings using Connell’s multiple masculinities conceptual lens it was evident that traditional notions of masculinity were negotiated through the school’s gender regimes of practical curriculum and corporal punishment which created unequal gender relations. Possibilities of alternative masculinities that could foster healthy gender relations were also observed. The study is significant in contributing knowledge and insights into school gender regimes and relations that impact on students’ experiences and the political significance of gender instability in institutional settings."]},{"key":"dc:title","label":"Title","values":["Interplay of masculinity and schooling in rural Zimbabwe"]}]}],"canonical_facts":{"dc:contributor.advisor":["Wayne J Martino","Goli Rezai Rashti"],"dc:creator":["Masinire, Alfred"],"dc:date.accessioned":["2025-07-10T20:42:56Z"],"dc:date.available":["2025-07-10T20:42:56Z"],"dc:date.issued":["2011-10-06"],"dc:description":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."],"dc:description.abstract":["This thesis investigates the interplay of masculinity and schooling in postcolonial rural Zimbabwe, which has been affected by both local influences that have antecedents in colonization and by the external, current forces of globalization. By focusing on the construction of masculinities, this study contributes to a deeper understanding of the complicated relations between boys, girls and implications on schooling. This is significant because much research on gender in Zimbabwe has excluded boys’ experiences and how they are implicated in unequal and unjust gender relations. A partial ethnographic study methodology was employed and in-depth interviews, informal conversations and observations with ten purposefully selected students were conducted. From the analysis and discussion of findings using Connell’s multiple masculinities conceptual lens it was evident that traditional notions of masculinity were negotiated through the school’s gender regimes of practical curriculum and corporal punishment which created unequal gender relations. Possibilities of alternative masculinities that could foster healthy gender relations were also observed. 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