This study examines women’s experiences of formal education in Kenya. The
study aims at making visible the cultural, historical, economic and political factors that
shaped, and continue to shape, women’s educational and employment opportunities. It
also highlights women’s agency exemplified in their struggle to provide their children, and
particularly their daughters, with educational opportunities. The study draws attention to
the gender and power issues that limit women’s participation in the public sphere. These
are issues that policy makers, politicians, and development agents have not and still do not
adequately address.
The study employs post-positivist research methodologies, particularly feminist
methodologies informed by post-colonial critiques. The women in this study are treated as
social agents not as victims of men, and of economic and political trends. The women
formulate strategies aimed at influencing or shaping the social system in which they are a
part. The women’s agency resides in their individual and communal endeavours and is
constantly reinvented in the context of political and social change.
This research is an analysis of the experiences of 38 women born, raised and partly
schooled in Kilome division, Makueni district. It focuses on the educational experiences
of rural women living in two villages and a small town in Kilome division, Kenya. I use
the women’s discourse to critique the public discourse on education articulated in policy
documents produced in the last 30 years since independence in 1963.
This study illustrates how women in Kenya have been largely absent at the national
level where educational policies are formulated. Policy making has remained male
dominated. Policy makers, charged with structuring and restructuring education to meet
the country’s development needs, continue to limit women’s agency to the private sphere.
The formulation of policies from the male perspective has intensified the public and private
dichotomy. Absent in the public discourse on education has been the discussion of how
gender, a social construction, has influenced opportunities available to men and women in
colonial and post-colonial Kenya. Colonial gender constructions of femininity have
continued to limit educational opportunities made available to women in post-colonial
Kenya.
The Kenyan women in this study are cognizant of how these gendered assumptions
shaped, and continue to shape, women’s educational and employment opportunities. They
re-negotiate and resist these gendered assumptions and they have become intervention
agents for their children’s education. The women’s agency, however, is limited by their
lack of economic power. The interplay between gendered cultural assumptions about
femininity and the increased costs of schooling imposed by policy makers continue to have
a negative impact on women’s education. / Education, Faculty of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/7519 |
| Date | 11 1900 |
| Creators | Kiluva-Ndunda, Mutindi Mumbua |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 9184238 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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