Citation

Vulnerability, gender, and agency: Schooling as liberation, desperation, and justification in Malawi

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Abstract:

Internationally and in Malawi, schooling has been conceptualized as a central mechanism for improving the lives of vulnerable children, particularly populations such as girls and children affected by AIDS. This paper examines the results of ethnographic research conducted in Malawi to compare state and international development organizations’ and communities’ conceptions of vulnerability; to examine these actors’ efforts to identify and provide support for vulnerable children to attend school; and to compare the educational experiences of children labelled as vulnerable by one or more of these groups. The paper explores: the liberatory roles that different children, families, and organizations imagined that schooling might play for them and for others; participants’ conceptions of liberatory alternatives to schooling; and the role that schooling played in accessing wage labor opportunities and state and international resources for vulnerable children. The paper focuses particular attention on the roles that gender played in determining people’s senses of what schooling could and could not do for different children and families, in determining the school-based distribution of international resources for AIDS-affected children, and in determining the practical liberatory alternatives to schooling for females and males. The research revealed some surprising insights into the rapid increase in the feminization of schooling in countries like Malawi and argues for a new understanding of the liberatory potential and political economy of schooling in heavily AIDS-affected communities.

Author's Keywords:

HIV/AIDS, vulnerability
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486472_index.html
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MLA Citation:

Kendall, Nancy. "Vulnerability, gender, and agency: Schooling as liberation, desperation, and justification in Malawi" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486472_index.html>

APA Citation:

Kendall, N. "Vulnerability, gender, and agency: Schooling as liberation, desperation, and justification in Malawi" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486472_index.html

Publication Type: Panel Paper
Abstract: Internationally and in Malawi, schooling has been conceptualized as a central mechanism for improving the lives of vulnerable children, particularly populations such as girls and children affected by AIDS. This paper examines the results of ethnographic research conducted in Malawi to compare state and international development organizations’ and communities’ conceptions of vulnerability; to examine these actors’ efforts to identify and provide support for vulnerable children to attend school; and to compare the educational experiences of children labelled as vulnerable by one or more of these groups. The paper explores: the liberatory roles that different children, families, and organizations imagined that schooling might play for them and for others; participants’ conceptions of liberatory alternatives to schooling; and the role that schooling played in accessing wage labor opportunities and state and international resources for vulnerable children. The paper focuses particular attention on the roles that gender played in determining people’s senses of what schooling could and could not do for different children and families, in determining the school-based distribution of international resources for AIDS-affected children, and in determining the practical liberatory alternatives to schooling for females and males. The research revealed some surprising insights into the rapid increase in the feminization of schooling in countries like Malawi and argues for a new understanding of the liberatory potential and political economy of schooling in heavily AIDS-affected communities.


Similar Titles:
Redefining vulnerability: Orphanhood, educational participation, and agency among secondary school students in Lesotho

The girls are pregnant and the boys are missing: The feminization of schooling in Malawi and its implications for gender relations and family care expectations

The Tisankhenji Radio Program for Young Girls in Malawi: Using Schools for Promoting Career Goals to Reduce Vulnerability to HIV Infection


 
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