Gender dynamics in children’s cross-sex relationships: a case from a South African farm school

Abstract

Drawing on the new sociology of childhood studies, the paper foregrounds children’s participation in the formation of cross-sex relationships in one co-educational farm school in South Africa. It uses data from semi-structured individual and focus group interviews and a participatory photo-voice imagery based on a qualitative narrative study of six children (three girls and three boys) aged between nine (9) and twelve (12) years. The findings denote complex dynamics of disagreements, pretences, and gender stereotypes as the children actively navigated the gendered power laden spaces and places of cross-sex relationships in the school. The young children both conformed and subverted dominant discourses of femininities and masculinities in the navigation of their cross-sex relationships in the school. In ways that were either detrimental or supportive of their learning experiences. The study recommends education policy and practice reformists to foreground children’s cross-sex relationships as a basis for enhancing gender equity, inclusiveness, social justice, and academic wellbeing of school children.

Keywords: Gender stereotypes;Genderequality; Cross-sex relationships; Farm school; South Africa