Women and Power
Education, Religion and Identity
Publication Year: 2013
Published by: African Books Collective
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Title Page, Copyright, Dedication
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List of Abbreviations
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List of Tables and Boxes
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I thank the Scientific Committee of the 2003 Advanced Research Fellowship Programme of the Council for the Development of Social Science Research in Africa (CODESRIA), and the Executive Committee of CODESRIA for their approval of, and support for the research reported in this book. I also thank Virginie Niang, who did not fail to respond to my endless inquiries and pestering, and the editorial team ...
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One day, in my early teens, I asked my mother how possible it was for a woman tohave a baby regularly when her husband beat her regularly. Now, I cannot remembermy mother’s response, but I do remember that she looked at me quizzically, and triedto conceal her amusement at the question. She knew why I had asked that question.I had asked because I had observed the phenomenon in the interaction of a male...
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Justifiably, education has always received wide acclaim as an important enginefor the development of human potential. Today, persons and organizations thatare interested in developing human capabilities consider knowledge, skills andattitudes, whether obtained through formal, non-formal and incidental learning,as assets. However, it is not just what people know or learn that matters. How...
1. The Methodology
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This chapter describes the theoretical framework that undergirds the studyreported in this book, and the research tools that were employed for data collectionOne broad theory that takes a full view of the character of the teaching-learningprocess in schools; what is taught, the hidden curriculum and the effect ofreligion on the formation of consciousness, and the cumulative effect of all...
2. Women’s Civic-Political Participation Towards an Equitable and Humane Democratic Order
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The kind of governance that Nigerians experienced since the pre-independenceperiod has been criticized for, among other reasons, having been characterizedby low-level citizen participation. Key aspects of this governance range fromthe provisions made for participation in the 1922 Clifford Constitution; to thosein the 1947 Richards Constitution; to those in the Macpherson Constitution...
3. The Subordinate Role of Women in the Private and Public Spheres
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Given the observations in Chapter Two, one can infer that the determinationof men to exclude women from politics, that Longwe (2000), and Ibrahim andSalihu (2004) had observed, is traceable to what most men (and women) assumeto be the roles of women in the public and private spheres of life, opinionswhich they derive from their own understanding of women’s nature, from their...
4. Who am I? Prescribing Women’s Identities
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The discourse of identity has focused on characteristics that all human beingsshare in common with certain other human beings, and the way in which individualsare unique (Kluckhohn and Murray, cited in Mennel 1994), leading to discussionson personal and collective identities. The three traditions that are represented inthe discourse of identity – essentialism, social constructionism and decons-...
5. The Violence of Power: Power Relations and Women’s Experience of Violence
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Violence against women involves the physical and verbal (both subtle and overt)coercion of women of all age groups, ethnic/racial backgrounds, religiouspersuasions, and socio-economic background. Violence against women is theprofane treatment of women and total disrespect for them. It is a reflection ofthe inferior social position of women and the outrage that men feel towards...
6. Women’s Identities and Power
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In the opening part of this chapter, I explore the meaning of power (but wouldnot lay claim to undertaking an exhaustive exploration of the meaning of thesubject), and make a case for why women need to attain or gain power, reorderunequal relationships of power, and resist repressive power in all spheres of life.In the two sections that follow, I link the identities of women that have emerged...
7. Is Formal Education Empowering?
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We had earlier observed that the consensus among opinion moulders anddiscussants in non-formal education settings is that access to formal educationand literacy training for girls and women will ensure more active involvementof women in politics (Shvedova 1998), although Longwe (2000) had challengedthe claim. We also observed that there is no value-free education, because how...
Conclusion and Recommendations
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I said in class one day that there were some people less entrapped than others byPlato’s picture of the world. I said I thought we, after fifteen years of education,courtesy of the ruling class, might be more entrapped than others who had notreceived a start in life so close to the heart of the monster. My classmate, once a closefriend, sister and colleague, has not spoken to me since then. I think the possibility...
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Assessment of Women’s Potential for Participating in Civic-Political Matters,...
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Education is an important tool for the development of human potential. Organizations and individuals interested in development consider knowledge, skills and attitudes, obtained through formal, non-formal and incidental learning, as invaluable assets. Therefore, it is necessary to reflect on fundamental elements that shape the process through which education ...
Page Count: 236
Publication Year: 2013