E Mayeza
Dados Biográficos
| ID | 54345 |
|---|---|
| NOME | E Mayeza |
| PRENOMES | E |
| SOBRENOME | Mayeza |
| ASSINATURA | MAYEZA E |
| AFILIAÇÕES | University of KwaZulu-Natal |
| ORCID | 0000-0003-4551-7399 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 51 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Sexual Sanctions and Solidarity
This paper examines how female heterosexual learners negotiate cisheteronormativity within South African school contexts. Using a qualitative design, we draw on two single-sex focus groups with girls aged 15–17 in two KwaZulu-Natal high schools. Cisheteronormativity is utilised as a conceptual lens to show how gendered norms naturalise a sex/gender binary and privilege heterosexuality while also opening avenues for contestation. The findings illu…
Rape culture
South African studies on rape culture have examined this issue in relation to heterosexuality. They demonstrate how toxic masculinity exercises sexual power by victimizing women and girls. However, little is known about manifestations of rape culture in contexts where both victims and perpetrators are same-sex attracted young people within intimate relationships. Thus, this article extends the scope of the scholarly discussions on rape culture by…
Girls’ experiences of cellphone porn use in South Africa and their accounts of sexual risk in the classroom
Violence remains a persistent challenge in South African schools, prompting investigations into underlying risk factors and mitigation strategies. However, an under-explored aspect of this violence is the potential link between the consumption of Internet porn via cellphones among girls and boys, and girls’ risks to sexual violence inside the classroom. To address this gap, we used focus group discussions with 14–17-year-old South African girls t…
Adultification, neglect and sexual abuse at home
This paper explores two orphaned girls' accounts of victimization and vulnerability to child sexual abuse in their family homes. Interviews with these girls revealed a trend of neglect, adversity and processes of adultification which involved accounts of sexual abuse within their family homes. According to the data, the participants are vulnerable and they experience victimization as they are routinely sexually abused by older male relatives and …
Normalising violence? Girls and sexuality in a South African high school
Ending gender violence against girls in South African schools is an ongoing challenge. In this paper, we report on findings from focus groups and in-depth interviews that explore girls’ accounts of gender violence in a South African township high school. Our findings illuminate the normalization of violence instigated by boys against girls: such violence is highly sexualized and complex in its manifestations. Girls were sexually harassed, subject…
LGBTPQ Youth Negotiating Access to Sexual Health Education and Resources in a Rural South African University
This article draws on sexual citizenship theory to analyze how some lesbian, gay, bisexual, transgender, pansexual and queer (LGBTPQ) youth in a low socio-economic rural South African context negotiate access to inclusive sexual health education programmes and resources. Participants are students aged 19 to 32 years old at a South African university. Using in-depth individual interviews, participants reflected on their experiences of sexual healt…
South African LGBTPQ Youth
The study engages with several lesbian, gay, bisexual, transgender, pansexual and queer (LGBTPQ) identifying youth in South Africa to explore their perceptions and realities regarding coming out to their parents and parental reactions. In-depth interviews were utilized to engage with the 17 participants, aged 19 to 32 years old, all of whom were students at the same university in South Africa. The study found that participants who have not come o…
Boys negotiate violence and masculinity in the primary school
In this paper, we contribute to the understandings of young masculinities by turning attention to the South African schooling primary school context. In the context of scarcity of interventions around violence in the primary school, we focus on how young boys construct, negotiate and experience violence. Notwithstanding dominant discourses around childhood innocence we argue that young boys are active participants in violent gendered cultures at …
Learners’ perspectives on Life Orientation sexuality education in South Africa
This article examines the views of male and female learners regarding how Life Orientation (LO) sexuality education is taught at their schools. Learners in the study were selected from five former ‘Black’ schools in the Eastern and Western Cape Provinces of South Africa. Focus groups were used to identify what learners could recall about their LO sexuality education classes. The strong trend in the data speaks to how LO sexuality education implie…
Umhlalaphansi and inkwari
This paper explores how some South African teenage fathers in rural KwaZulu-Natal engage in heterosexual relationships. Drawing on findings from a qualitative based study with twenty teenage fathers aged between seventeen and nineteen years old, we examine how they talk about two highly sexualised gatherings - umhlalaphansi (an overnight Zulu dance ceremony) and inkwari (a weekend-long rave-like party). We find that these social and cultural gath…
Primary Schoolgirls Addressing Bullying and Negotiating Femininity
In this article we focus on sixty South African primary schoolgirls’ experiences of male violence and bullying. Rejecting outmoded constructions of schoolgirls as passive, we examine how girls draw on different forms of femininity to manage and address violence at school. These femininities are non-normative in their advancing of violence to stop violence but are also imbued with culturally relevant meanings about care, forgiveness, and humanity …
Cheese boys' resisting and negotiating violent hegemonic masculinity in primary school
In this paper we draw from a case study of a primary school in a low income setting in South Africa and focus on black African boys aged between 10 and 12 years old identified as 'cheese boys' as they negotiate hegemonic masculinity. In this context the 'bosses' displayed hegemonic masculinity defined by violence. Cheese boys negotiate their different position within gender relations as they reject violence, engage in cross-gender friendships and…
Charmer boys' and 'cream girls
South African research on young children’s constructions of social identities illuminates the significance of play in the construction of gender identities. However, what remains largely understudied are the children’s construction of sexualities through play. The dominant discourse of ‘childhood innocence’ obscures the variegated understandings of the meanings children attach to sexualities. This paper will explore how some South African boys an…
It's not right for boys to play with dolls
This paper focuses on the ways in which five- to seven-year-old primary school children in a Black/African township in South Africa construct and experience ‘free play’ in the classroom. Findings highlight the gendered manner in which play is constructed and constantly policed by these young children during ‘free play’. By foregrounding the young children’s gendered constructions and experiences of ‘free play’, the paper challenges the common sen…
Addressing gender violence among children in the early years of schooling
This paper explores how teachers in a poor township primary school in South Africa construct meaning regarding gender violence among children, and how they talk about addressing that violence. The paper argues that major influences on the endemic violence include complex societal structures that are inscribed with cultures of violent masculinities, extreme socio-economic conditions and gender inequality. It shows how primary school teachers recog…
Doing Child-Centered Ethnography
In this article, I engage the argument of getting around adult power in child-centered ethnographic research by presenting and discussing my experiences as a man researching with South African children in the early years of schooling. I present and discuss the different strategies I used in order to try and disassociate myself from the presumed position of adult male formal power and authority among children who were in my study. In Gender Play, …
We don’t play with gays, they’re not real boys … they can’t fight
Girls don’t play soccer’
This paper is based on an ethnographic study conducted between 2012 and 2014 with a group of 64 boys and girls aged 6–10, all attending the same township primary school in South Africa. The paper explores how the young children construct gender ‘boundaries’ and ‘police’ gender ‘transgressions’ on the school playground during break-time. The findings illustrate the ways in which these young boys and girls learn to ‘do’ gender through practices of …
Girls don’t play soccer’
This paper is based on an ethnographic study conducted between 2012 and 2014 with a group of 64 boys and girls aged 6–10, all attending the same township primary school in South Africa. The paper explores how the young children construct gender ‘boundaries’ and ‘police’ gender ‘transgressions’ on the school playground during break-time. The findings illustrate the ways in which these young boys and girls learn to ‘do’ gender through practices of …
Doing Child-Centered Ethnography
In this article, I engage the argument of getting around adult power in child-centered ethnographic research by presenting and discussing my experiences as a man researching with South African children in the early years of schooling. I present and discuss the different strategies I used in order to try and disassociate myself from the presumed position of adult male formal power and authority among children who were in my study. In Gender Play, …
Charmer boys' and 'cream girls
South African research on young children’s constructions of social identities illuminates the significance of play in the construction of gender identities. However, what remains largely understudied are the children’s construction of sexualities through play. The dominant discourse of ‘childhood innocence’ obscures the variegated understandings of the meanings children attach to sexualities. This paper will explore how some South African boys an…
Boys negotiate violence and masculinity in the primary school
In this paper, we contribute to the understandings of young masculinities by turning attention to the South African schooling primary school context. In the context of scarcity of interventions around violence in the primary school, we focus on how young boys construct, negotiate and experience violence. Notwithstanding dominant discourses around childhood innocence we argue that young boys are active participants in violent gendered cultures at …
Addressing gender violence among children in the early years of schooling
This paper explores how teachers in a poor township primary school in South Africa construct meaning regarding gender violence among children, and how they talk about addressing that violence. The paper argues that major influences on the endemic violence include complex societal structures that are inscribed with cultures of violent masculinities, extreme socio-economic conditions and gender inequality. It shows how primary school teachers recog…
It's not right for boys to play with dolls
This paper focuses on the ways in which five- to seven-year-old primary school children in a Black/African township in South Africa construct and experience ‘free play’ in the classroom. Findings highlight the gendered manner in which play is constructed and constantly policed by these young children during ‘free play’. By foregrounding the young children’s gendered constructions and experiences of ‘free play’, the paper challenges the common sen…
Cheese boys' resisting and negotiating violent hegemonic masculinity in primary school
In this paper we draw from a case study of a primary school in a low income setting in South Africa and focus on black African boys aged between 10 and 12 years old identified as 'cheese boys' as they negotiate hegemonic masculinity. In this context the 'bosses' displayed hegemonic masculinity defined by violence. Cheese boys negotiate their different position within gender relations as they reject violence, engage in cross-gender friendships and…
Normalising violence? Girls and sexuality in a South African high school
Ending gender violence against girls in South African schools is an ongoing challenge. In this paper, we report on findings from focus groups and in-depth interviews that explore girls’ accounts of gender violence in a South African township high school. Our findings illuminate the normalization of violence instigated by boys against girls: such violence is highly sexualized and complex in its manifestations. Girls were sexually harassed, subject…
Primary Schoolgirls Addressing Bullying and Negotiating Femininity
In this article we focus on sixty South African primary schoolgirls’ experiences of male violence and bullying. Rejecting outmoded constructions of schoolgirls as passive, we examine how girls draw on different forms of femininity to manage and address violence at school. These femininities are non-normative in their advancing of violence to stop violence but are also imbued with culturally relevant meanings about care, forgiveness, and humanity …
We don’t play with gays, they’re not real boys … they can’t fight
Girls don’t play soccer’
This paper is based on an ethnographic study conducted between 2012 and 2014 with a group of 64 boys and girls aged 6–10, all attending the same township primary school in South Africa. The paper explores how the young children construct gender ‘boundaries’ and ‘police’ gender ‘transgressions’ on the school playground during break-time. The findings illustrate the ways in which these young boys and girls learn to ‘do’ gender through practices of …
Addressing gender violence among children in the early years of schooling
This paper explores how teachers in a poor township primary school in South Africa construct meaning regarding gender violence among children, and how they talk about addressing that violence. The paper argues that major influences on the endemic violence include complex societal structures that are inscribed with cultures of violent masculinities, extreme socio-economic conditions and gender inequality. It shows how primary school teachers recog…
Doing Child-Centered Ethnography
In this article, I engage the argument of getting around adult power in child-centered ethnographic research by presenting and discussing my experiences as a man researching with South African children in the early years of schooling. I present and discuss the different strategies I used in order to try and disassociate myself from the presumed position of adult male formal power and authority among children who were in my study. In Gender Play, …
Charmer boys' and 'cream girls
South African research on young children’s constructions of social identities illuminates the significance of play in the construction of gender identities. However, what remains largely understudied are the children’s construction of sexualities through play. The dominant discourse of ‘childhood innocence’ obscures the variegated understandings of the meanings children attach to sexualities. This paper will explore how some South African boys an…
It's not right for boys to play with dolls
This paper focuses on the ways in which five- to seven-year-old primary school children in a Black/African township in South Africa construct and experience ‘free play’ in the classroom. Findings highlight the gendered manner in which play is constructed and constantly policed by these young children during ‘free play’. By foregrounding the young children’s gendered constructions and experiences of ‘free play’, the paper challenges the common sen…
Learners’ perspectives on Life Orientation sexuality education in South Africa
This article examines the views of male and female learners regarding how Life Orientation (LO) sexuality education is taught at their schools. Learners in the study were selected from five former ‘Black’ schools in the Eastern and Western Cape Provinces of South Africa. Focus groups were used to identify what learners could recall about their LO sexuality education classes. The strong trend in the data speaks to how LO sexuality education implie…
Umhlalaphansi and inkwari
This paper explores how some South African teenage fathers in rural KwaZulu-Natal engage in heterosexual relationships. Drawing on findings from a qualitative based study with twenty teenage fathers aged between seventeen and nineteen years old, we examine how they talk about two highly sexualised gatherings - umhlalaphansi (an overnight Zulu dance ceremony) and inkwari (a weekend-long rave-like party). We find that these social and cultural gath…
Primary Schoolgirls Addressing Bullying and Negotiating Femininity
In this article we focus on sixty South African primary schoolgirls’ experiences of male violence and bullying. Rejecting outmoded constructions of schoolgirls as passive, we examine how girls draw on different forms of femininity to manage and address violence at school. These femininities are non-normative in their advancing of violence to stop violence but are also imbued with culturally relevant meanings about care, forgiveness, and humanity …
Cheese boys' resisting and negotiating violent hegemonic masculinity in primary school
In this paper we draw from a case study of a primary school in a low income setting in South Africa and focus on black African boys aged between 10 and 12 years old identified as 'cheese boys' as they negotiate hegemonic masculinity. In this context the 'bosses' displayed hegemonic masculinity defined by violence. Cheese boys negotiate their different position within gender relations as they reject violence, engage in cross-gender friendships and…
Boys negotiate violence and masculinity in the primary school
In this paper, we contribute to the understandings of young masculinities by turning attention to the South African schooling primary school context. In the context of scarcity of interventions around violence in the primary school, we focus on how young boys construct, negotiate and experience violence. Notwithstanding dominant discourses around childhood innocence we argue that young boys are active participants in violent gendered cultures at …
South African LGBTPQ Youth
The study engages with several lesbian, gay, bisexual, transgender, pansexual and queer (LGBTPQ) identifying youth in South Africa to explore their perceptions and realities regarding coming out to their parents and parental reactions. In-depth interviews were utilized to engage with the 17 participants, aged 19 to 32 years old, all of whom were students at the same university in South Africa. The study found that participants who have not come o…
Normalising violence? Girls and sexuality in a South African high school
Ending gender violence against girls in South African schools is an ongoing challenge. In this paper, we report on findings from focus groups and in-depth interviews that explore girls’ accounts of gender violence in a South African township high school. Our findings illuminate the normalization of violence instigated by boys against girls: such violence is highly sexualized and complex in its manifestations. Girls were sexually harassed, subject…
LGBTPQ Youth Negotiating Access to Sexual Health Education and Resources in a Rural South African University
This article draws on sexual citizenship theory to analyze how some lesbian, gay, bisexual, transgender, pansexual and queer (LGBTPQ) youth in a low socio-economic rural South African context negotiate access to inclusive sexual health education programmes and resources. Participants are students aged 19 to 32 years old at a South African university. Using in-depth individual interviews, participants reflected on their experiences of sexual healt…
Adultification, neglect and sexual abuse at home
This paper explores two orphaned girls' accounts of victimization and vulnerability to child sexual abuse in their family homes. Interviews with these girls revealed a trend of neglect, adversity and processes of adultification which involved accounts of sexual abuse within their family homes. According to the data, the participants are vulnerable and they experience victimization as they are routinely sexually abused by older male relatives and …
Rape culture
South African studies on rape culture have examined this issue in relation to heterosexuality. They demonstrate how toxic masculinity exercises sexual power by victimizing women and girls. However, little is known about manifestations of rape culture in contexts where both victims and perpetrators are same-sex attracted young people within intimate relationships. Thus, this article extends the scope of the scholarly discussions on rape culture by…
Girls’ experiences of cellphone porn use in South Africa and their accounts of sexual risk in the classroom
Violence remains a persistent challenge in South African schools, prompting investigations into underlying risk factors and mitigation strategies. However, an under-explored aspect of this violence is the potential link between the consumption of Internet porn via cellphones among girls and boys, and girls’ risks to sexual violence inside the classroom. To address this gap, we used focus group discussions with 14–17-year-old South African girls t…
Sexual Sanctions and Solidarity
This paper examines how female heterosexual learners negotiate cisheteronormativity within South African school contexts. Using a qualitative design, we draw on two single-sex focus groups with girls aged 15–17 in two KwaZulu-Natal high schools. Cisheteronormativity is utilised as a conceptual lens to show how gendered norms naturalise a sex/gender binary and privilege heterosexuality while also opening avenues for contestation. The findings illu…
Psychology (16 obras) · Sociology (16 obras) · Gender Studies (15 obras) · Gender Roles and Identity Studies (10 obras) · Human sexuality (9 obras) · Social Psychology (9 obras) · Developmental psychology (8 obras) · Children's Rights and Participation (6 obras) · Gender Studies (6 obras) · Political science (6 obras)