Enhancing the Competences of Female Village Officials in Zhanjiang from the Perspective of the Sociology of Knowledge

Abstract

This study investigates the socio-cultural and institutional challenges faced by female village officials in Zhanjiang, using the sociology of knowledge framework to explore how tailored training programs can enhance their competences. Qualitative data, collected from participatory observation, semi-structured interviews, and training documents, were analyzed, revealing that context-specific and gender-sensitive approaches to knowledge selection, application, and transmission can empower the female officials to bridge the gap between theoretical concepts and everyday governance. Additionally, participatory methods like role-playing and case studies, adopted by the training can help the female officials apply new skills to real-world governance challenges. The findings also suggest training content needs to align with the socio-cultural realities of female village officials, particularly in aspects related to leadership, dispute mediation, and rural development. By focusing on the interplay between formal, codified knowledge and local, tacit knowledge, the study contributes to the literature on in-service training, rural governance, and gender studies.