Feminism matters in the primary school: A case from Lesotho

This Briefing uses semi-structured interviews with mothers of children in three coeducational rural primary schools to illustrate how feminism matters in understanding insidious forms of gender inequalities in Lesotho. The study sought to understand factors that inform mothers' constructions of gender and the implications of these on gender idequality in schmls.' A feminist reading enables an understanding of dominant discourses in Basotho society. Such discourses appeal to divine ordinance in justifying gender inequalities. The tendency is for mothers to protect the privileged position of men (through the construct of a powerful husband), and the pattern of privileging based on age and gender. The conclusion provides strategies that would strengthen mothers' ability to promote gender equality in schools.