Culture, institutional policies and gender equity in physical education: a case study of one teacher training college in the Kingdom of Eswatini.

Abstract

This qualitative study investigates cultural and institutional factors that promote or hinder gender equity in physical education. It focuses on a case study of a teacher training college, situated in the Manzini region of the Kingdom of Eswatini. The qualitative case study approach was used and the interpretive paradigm. The study used the Gender Equality Framework by CARE and Critical Pedagogy Framework. Participants for this study consisted of eleven (11) students, five (5) of which were females and six (6) were males, these students were conveniently selected as well as two (2) physical education lecturers who were purposively selected. The data was collected using document analysis, interviews with lectures and questionnaires with students which were supplemented with telephonic interviews for further exploration of the matter. The findings of the study suggested that cultural norms and beliefs profoundly hindered gender equity in physical education. The study further unearthed other themes that promote or hinder gender equity in physical education in the college namely; lack of resources, curriculum, advocacy and policies. The study recommended that the provision of resources, integration of gender equity topics to the curriculum, diversifying physical activities for variety, advocacy and awareness programs, professional development of lecturers as well policy implementation and measurement would help promote gender equity in the physical education programme in the college. The research explores cultural norms, beliefs and institutional policies shaping gender roles in physical education, aiming to uncover barriers. The study will contribute insights into how cultural and institutional dynamics impact physical education practises, highlighting the need for targeted interventions to promote gender equity in the teacher training college.