To browse Academia. This article explores an attempt to disrupt gender inequality in a unique, low-cost private school in Ndola, Zambia. It examines deliberate school policies aimed at ''undoing gender'' or fostering greater gender equity.
These include efforts to maintain gender parity at all levels of the school and the requirement that both young men and women carry out cleaning tasks generally viewed as ''women's work''.
Observations, interviews, student diaries and surveys from this school and from government schools provide the basis for a comparison, indicating how the former strives to interrupt the transmission of gender inequalities as well as how students respond to these practices.
The findings suggest that the pedagogical practices deployed by this school have generally succeeded in destabilising norms of gender subordination and gender-based violence, though the replicability of these practices is interrogated given broader questions about the country's public resources and political will.
International Journal of Qualitative Studies in Education, This study utilized in-depth interviewing, participant observation, and student diaries completed by participants to examine the quality of teacher-student relationships at a low-cost private school in the townships of Ndola, Zambia.
