Girls’ opportunity to attend and stay in school is a worldwide issue especially for secondary education predominantly experienced in Sub-Saharan Africa where poverty is particularly high. This issue is caused by gender inequality as most children who is not able to attend to school are female. This thesis investigates how the NGO Dandelion Africa attempts to tackle cultural obstacles for girls’ access to education in Kenya, where girls face a plethora of problems e.g. cultural norms. Through a qualitative case study comprising of online interviews with the staff, the data gathered presented the main initiatives that DA implement to improve girls’ access to education. The interviews are thematically analysed through combined theories; capability approach, cultural relativism, and feminist theory to examine the initiatives DA implements to provide girls with capabilities to gain access and completion of education defying cultural and societal norms e.g. preferences to boys, early pregnancy, menstrual stigma. The conclusion showed the need for all-inclusive development and education that teaches both children and parents about basic rights, gender equality and health.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-22276 |
| Date | January 2020 |
| Creators | Lorentzen, Ida Grube |
| Publisher | Malmö universitet, Fakulteten för kultur och samhälle (KS), Malmö universitet/Kultur och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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