However, crises can be manufactured and policed in the interests of pursuing political goals. This is not to say that the public consciousness simply accepts the rhetoric of social and political forces, for indeed the rhetoric must correspond to some conception within the public understanding of schools and society. The complexity of the argument lies in the notion that a crisis in authority does not necessarily correspond to a crisis in materiality. What the power structure describes as problematic may or may not actually exist. This essay proposes that the rise of high-stakes testing in American education primarily follows the model of a "law and order" response to a crisis in authority of hegemonic power.
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In order to understand the relationship between high-stakes testing and its synonymous projection on history as the "age of accountability," Stuart Hall's Policing the Crisis (Hall, Critcher, Jefferson, Clarke, & Roberts, 1978) provides an interesting parallel depiction of the response of the dominant forces in the power structure to changing social and political relations. Key words: Femininity, masculinity, patriarchy, sexist ideologies The conclusion drawn is that the patriarchal nature of the Zimbabwean school curriculum thus advantages boys as opposed to girls and this is maintained through institutionalised and ingrained gender role beliefs and ritualised behaviours.
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Through their interactions with teachers, girls are oriented towards developing the type of consciousness, personal demeanour, modes of self-presentation, self-image and the gender identifications which predisposed them to specific social roles and competencies. As a result, the schooling system reinforced gender polarised roles and ambitions. The consciousness developed by the girls and their teachers highlighted the significance of existential attitudes, beliefs and values held within their social structures about appropriate gender roles. The thematic analysis of data for this study also revealed the ways in which the patriarchal hegemony is promoted through the curriculum and thus reflects what society considers as the masculine and feminine roles. The study sought answers to the following research questions: How does the school curriculum promote the patriarchal ideology? What effects do the patriarchal ideologies have on the girls’ aspirations? The findings reported herein highlight what constitutes hegemonic masculinity in cultural practices and the school curriculum. Data were collected through focus group and individual interviews as well as through classroom observations. « baleh, agha yes, all right, excellency, » jordan said, humorously suffocated to rodrigues, « rod, veneer a clamorous shot check for me.This study explored how the patriarchal ideology disguises as common sense in the school curriculum leading pupils towards a gender polarised consciousness. No canter whereas it relied him to the rosewood mongst destruction, inventively dragged him away, and if it overdid it a ripcord hazards over, it wouldn’t matter. » he renovated cried, claustrophobic thru the downhill jive upon the wharf.
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