Masculinities and femininities through parents/caregivers` voices: Implications on gender equitable schooling for vulnerable children in Eswatini

Abstract

Informed by social constructionism, the paper foregrounds vulnerable children`s parents/caregivers` constructions of gender in three (3) rural primary schools in Eswatini. The aim is to understand the role that parents/caregivers play in the gender socialising of vulnerable children, and the implications of these on gender equality in the schools. It draws on a qualitative narrative study, and utilises semi-structured individual interviews with nine (9) purposively selected parents/caregivers aged between 39 and 76 years. The findings revealed that, parents/caregivers drew on dominant societal discourses which legitimised hegemonic masculine dominance over femininities and other forms of masculinities. However, the parents/caregivers’ social affirmation of the vulnerable boys as prospective dominant members of the Swati nation placed high responsibilities on the vulnerable boys, which was found to overwhelm them, given their lack of access to basic resources. The study recommends deconstruction of parents/caregiver’s stereotypical constructions of gender, as one way towards the creation and promotion of gender inclusive and equitable family and school environments.