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Including critical voices: Girls’ participation in defining capabilities and educational quality in the context of gender and education initiatives in Malawi

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Abstract:

Education and schooling are “vehicles” for fostering agency in marginalized girls and boys; however, this is achievable only where quality education is provided (UNICEF, 2000; Tikly and Barrett, 2010). Various countries in Sub-Saharan Africa, including Malawi, are implementing strategies to achieve education quality in primary and secondary schools, and they have achieved relative gender parity, but not gender equality. The capabilities approach (Sen, 1999, Unterhalter, 2003, DeJaeghere, 2009) offers potential insights into how gender equality and school quality might be effectively linked to create transformative change through the inclusion of critical voices in determining valued capabilities for girls.

This presentation (1) provides a gendered perspective of the expansion and quality enhancement of basic education through a summary analysis of 15 years of girls’ education and gender and education initiatives (especially USAID-funded initiatives and related INGO projects); and (2) argues that a contributing factor to gender inequality in schools is the omission of the critical voices of girls in determining valued capabilities. Relatively little documentation exists about policies and strategies that could be utilized to include girls’ critical voices in schools or in determining desired capabilities.

The presentation uses archival data from USAID-funded projects and data from a partnership project with CARE USA to examine various strategies used by the project to include the critical voices of Malawian girls in enhancing their capabilities. Reports, case studies, and other literature are cited to show that inclusion of girls’ voices is a central factor in creating programs that improve gender equality in schooling
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493971_index.html
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MLA Citation:

Miske, Shirley. and Kaunda, Zikani. "Including critical voices: Girls’ participation in defining capabilities and educational quality in the context of gender and education initiatives 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/p493971_index.html>

APA Citation:

Miske, S. and Kaunda, Z. H. "Including critical voices: Girls’ participation in defining capabilities and educational quality in the context of gender and education initiatives 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/p493971_index.html

Publication Type: Panel Paper
Abstract: Education and schooling are “vehicles” for fostering agency in marginalized girls and boys; however, this is achievable only where quality education is provided (UNICEF, 2000; Tikly and Barrett, 2010). Various countries in Sub-Saharan Africa, including Malawi, are implementing strategies to achieve education quality in primary and secondary schools, and they have achieved relative gender parity, but not gender equality. The capabilities approach (Sen, 1999, Unterhalter, 2003, DeJaeghere, 2009) offers potential insights into how gender equality and school quality might be effectively linked to create transformative change through the inclusion of critical voices in determining valued capabilities for girls.

This presentation (1) provides a gendered perspective of the expansion and quality enhancement of basic education through a summary analysis of 15 years of girls’ education and gender and education initiatives (especially USAID-funded initiatives and related INGO projects); and (2) argues that a contributing factor to gender inequality in schools is the omission of the critical voices of girls in determining valued capabilities. Relatively little documentation exists about policies and strategies that could be utilized to include girls’ critical voices in schools or in determining desired capabilities.

The presentation uses archival data from USAID-funded projects and data from a partnership project with CARE USA to examine various strategies used by the project to include the critical voices of Malawian girls in enhancing their capabilities. Reports, case studies, and other literature are cited to show that inclusion of girls’ voices is a central factor in creating programs that improve gender equality in schooling


Similar Titles:
Between context and capability: Reflections on research on the capability approach and gender equality in education

A closer look at how initial teacher education is playing a role in improving the quality of education in Malawi

Gender backlash in Kenya and South Africa: What do we know about its influence on girls’ educational participation?


 
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