摘要：In this qualita tive study the resea rchers adopted a case study design genre and utilized multiple da ta collection tools: focus group discussions, individua l phenomenological interviews and discourse analysis to unmask the pa triar chal nature of the Zimbabw ea n school cu rricu lum. O ur a nalysis of da ta thus involve d conte nt a nd discourse analyses of curricular materia l as well as the coding and decoding of participants' responses in a ccordance with the emerging themes. This approach wa s motivate d by our quest to obtain deeper insights by exam ining the phenome non in its na tu ral setting. As a re sult they unraveled a wide range of the gender biases a nd pre judices embodied in the school curriculum, which entrench gender disparities by polarizing the educa tional a nd occupational a spira tions of boys a nd gir ls a long gende r lines. T hese re sults follow ed the inter vie wing o f a sa mple of 40 pa rticipants distributed a s 3 0 sc hool-g ir ls an d 1 0 te a cher s a nd we re a lso comple mented by the c onte nt a nd discourse analyses condu cted to selected curricula r materia l. The pa rticipa nts were c onveniently and purposively sa mpled. T he results a lso revealed that through the ir c lassroom pedagogy tea che rs play a n influentia l role in the perpe tu al pr odu ction and peddling of gender role ideologie s and ster eotypes tha t culmina te in the co nse quent gender polariza tion of social roles for boys and girls or men and women in society. The study also revealed tha t in spite of the level of consciousne ss on the nee d for equ ality and equity between women a nd men in soc ie ty, the Zimbabwea n sc hool curric ulum continues to play a signific ant role in the reproduction a nd structurin g of gender role stereotypes, prejudices a nd disparities.
关键词：Adolescence. Gender Role. H idden Cultu re Curriculum. Pedagogy
