Case Study 1: Female Pre-School Teachers in Ethiopia
Tigrigna women are less satisfied with their work in the pre-school. As most of them have previous teaching qualifications and experience, they consider the status of pre-school teachers as lower than that of primary school teachers. Several say they would prefer to teach at the primary level because it is "more in line with their capacities." As for financial implications, these are less significant. Most Tigrigna refugees survive on remittances sent from abroad. Compared to those, the teacher's stipend is very small. At the same time, the Tigrigna women appreciate the fact that the pre-school is closer to their homes and operates for shorter hours than the primary school. Such factors help them to manage their family responsibilities.
Reflection/Discussion: In this case study we see how gender intersects with ethnicity in the female teachers' experiences. How does gender intersect with some of the other important elements of teacher identity in your context? Are there women who experience "double" or even "triple" challenges? (For example, because they are women from an ethnic minority and/or because they have a disability?) Are there women who are less limited by gender roles and responsibilities because they are of a high caste or class?
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