The Regulation of Pregnancy in Mozambican Schools: From Policy, to Practice, to Identities

Autor/in	Salvi, Francesca
Titel	The Regulation of Pregnancy in Mozambican Schools: From Policy, to Practice, to Identities
Quelle	In: Comparative Education Review, 63 (2019) 3, S.337-355 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
Schlagwörter	Pregnancy; Foreign Countries; Early Parenthood; Evening Programs; Educational Policy; Interpersonal Relationship; Teacher Role; Physical Education Teachers; School Policy; Females; Self Concept; Advisory Committees; Gender Differences; Age Differences; Academic Persistence; Access to Education; Mozambique + Suchen Sie Ihr Suchwort? Schwangerschaft; Ausland; Evening studies; Evening class; Abendstudium; Politics of education; Bildungspolitik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerrolle; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Schulpolitik; Weibliches Geschlecht; Selbstkonzept; Beratungsstelle; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Education; Access; Bildung; Zugang; Bildungszugang; Mosambik
Abstract	This article discusses how institutional practices reproduce and operationalize specific discourses of in-school pregnancy and motherhood in Mozambique. National Decree 39/GM/2003 indicates that girls should be transferred to night courses if pregnant, together with their partners, if also students. This article considers the implementation of this policy by identifying key roles such as those of Physical Education teachers, in-school pregnancy committees and class representatives. Drawing on qualitative data from 12 focus groups and 63 individual interviews with adults and young people, I claim that school practices mostly rely on acts of policing the female body. The result is the reproduction of a specific institutional regime that defines pupils' identities along gender and age, by means of their (hetero)sexuality and seniority. Subsequently, the national policy, which was introduced to retain girls within education, figures as exclusionary, as students who do not meet the identity regime identified above are excluded from education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01