Abstract
This article argues that there is a need for gender-sensitive curricula and pedagogies in schools in order to achieve good-quality outcomes for girls' education. It examines different dimensions of gender equality and draws on issues raised and discussed at two international seminars which challenged narrow views of curriculum and pedagogy. The article considers these issues in the context of a case study of the abuse of school girls in Mozambique, and NGO and community strategies to combat such abuse. It presents important actions that need to be taken by governments, teacher-training organisations, and NGOs to ensure that change occurs.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
