Advertisement

International Review of Education

, Volume 62, Issue 6, pp 671–688 | Cite as

Rethinking women’s learning and empowerment in Kenya: Maasai village women take initiative

  • Taeko Takayanagi
ORIGINAL PAPER
First Online:

Abstract

This study investigates the activities of a village-based literacy centre in Kenya and explores the benefits of community development activities on women’s well-being in Africa. Through the analysis of the stories of two Maasai women who had experienced adult literacy learning, the author discovered that: (1) the literacy instructor had inadequate in-service teacher training support from the government; (2) these women were using a space generated by collaborative informal learning through the literacy centre to improve their families’ and community’s well-being; and (3) these women gained empowerment through community development activities organised by the literacy centre. The author concludes that grassroots literacy and informal learning have been effective in improving the quality of life for the village women, and should be encouraged and supported by external agencies.

Keywords

literacy and informal learning women’s empowerment community development gender and development Africa narrative analysis 

Résumé

Repenser l’apprentissage et l’autonomisation des femmes au Kenya : des villageoises Maasaï prennent l’initiative – La présente étude examine les activités d’un centre d’alphabétisation d’un village au Kenya et explore les bienfaits des activités communautaires de développement sur le bien-être des femmes africaines. En analysant les parcours de deux femmes Maasaï qui ont fait l’expérience de l’alphabétisation, l’auteure a fait trois constatations : (1) L’intervenant en alphabétisation recevait de la part du gouvernement un soutien insuffisant à une formation des enseignants en exercice ; (2) Ces femmes ont exploité un potentiel tiré de l’apprentissage coopératif informel au centre d’alphabétisation, pour améliorer le bien-être de leurs familles et de leur communauté ; (3) Ces femmes ont gagné en autonomie grâce aux activités communautaires de développement organisées par le centre d’alphabétisation. L’auteure conclut qu’alphabétisation à la base et apprentissage informel sont efficaces pour améliorer la qualité de vie des villageoises, et devraient être stimulés et soutenus par les organismes externes.

This is a preview of subscription content, log in to check access.

References

  1. Alsop, R., & Heinsohn, N. (2005). Measuring empowerment in practice: Structuring analysis and framing indicators. Policy Research Working Paper Series (WPS) 3510. Washington, DC: World Bank.Google Scholar
  2. Ashcroft, B., Griffiths, G., & Tiffin, H. (2000). Post-colonial studies: The key concepts. London: Routledge.Google Scholar
  3. Aterido, R., Beck, T., & Iacovone, L. (2011). Gender and finance in sub-Saharan Africa: Are women disadvantaged? Policy Research Working Paper Series (WPS) 5571. Washington, DC: World Bank.Google Scholar
  4. Atkinson, P., Delamont, S., Lofland, J., Lofland, L. H., Coffey, A., & Lofland, L. H. (2001). Handbook of ethnography (2nd edn). London: Sage Publications Ltd.CrossRefGoogle Scholar
  5. Bartlett, L. (2008). Literacy’s verb: Exploring what literacy is and what literacy does. International Journal of Educational Development, 28(6), 737–753.CrossRefGoogle Scholar
  6. Barton, D., Hamilton, M., & Ivanic, R. (Eds.). (2000). Situated literacies: Reading and writing in context. London: Routledge.Google Scholar
  7. Bassnet, S. (1994). Translation studies. London: Routledge.Google Scholar
  8. Benavot, A. (2015). Literacy in the 21st century: Towards a dynamic nexus of social relations. International Review of Education, 61(3), 273–294.CrossRefGoogle Scholar
  9. Bown, L. (1990). Preparing the future: Women, literacy and development. Action Aid, Development Report No. 4. London: Action Aid.Google Scholar
  10. Bryman, A. (2004). Ethnography and participant observation. In A. Bryman (Ed.), Social research methods (2nd ed., pp. 291–317). Oxford: Oxford University Press.Google Scholar
  11. Bunyi, W. G. (2006). Real options for literacy policy and practice in Kenya. Background paper prepared for the Education for All Global Monitoring Report 2006. Literacy for Life. Paris: UNESCO.Google Scholar
  12. Carmen, R. (1996). Autonomous development: Humanizing the landscape. An excursion into radical thinking and practice. London: Zed Books.Google Scholar
  13. Chege, F. N., & Sifuna, D. N. (2006). Girls and women’s education in Kenya. Nairobi: UNESCO.Google Scholar
  14. Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Crows Nest, Australia: Allen & Unwin.Google Scholar
  15. Cornwall, A. (2000). Missing men? Reflections on men, masculinities and gender in GAD. IDS Bulletin, 31(2), 18–27.CrossRefGoogle Scholar
  16. Dyer, C. (2008). Literacies and discourses of development among the Rabaris of Kutch, India. Journal of Development Studies, 44(6), 863–879.CrossRefGoogle Scholar
  17. Egbo, B. (2000). Gender, literacy and life chances in sub-Saharan Africa. Clevedon: Multilingual Matters Ltd.Google Scholar
  18. Fals-Borda, O. (1987). The application of participatory action-research in Latin America. International Sociology, 2(4), 329–347.CrossRefGoogle Scholar
  19. Fragoso, A., Kurantowicz, E., & Lucio-Villegas, E. (Eds.). (2011). Between global and local: Adult learning and development. Frankfurt am Main: Peter Lang.Google Scholar
  20. Freire, P. (1970). Pedagogy of the oppressed. Translation by Myra Ramos. New York: Continuum.Google Scholar
  21. Freire, P. (1973). Education for critical consciousness. London: Sheed and Ward.Google Scholar
  22. Freire, P. (1976). Education: The practice of freedom. London: Writers and Readers Publishing Cooperative.Google Scholar
  23. Freire, P. (1985). The politics of education: Culture, power, and liberation. Translation by Donaldo Macedo. Basingstoke: Macmillan.Google Scholar
  24. Gebre, A., Openjuru, G., Rogers, A., & Street, B. (2009). Everyday literacies in Africa: Ethnographic studies of literacy and numeracy practices in Ethiopia. Addis Ababa: Fountain Publishers.Google Scholar
  25. Haraway, D. (1991). Simians, cyborgs, and women: The reinvention of nature. New York: Routledge.Google Scholar
  26. Hemming, H. (2011). Together: How small groups achieve big things. London: John Murray.Google Scholar
  27. Huiskamp, G., & Hartmann-Mahmud, L. (2007). As development seeks to empower: Women from Mexico and Niger challenge theoretical categories. Journal of Poverty, 10(4), 1–26.CrossRefGoogle Scholar
  28. Jeffs, T., & Smith, M. K. (2005). Informal education: Conversation, democracy and learning. Ticknall: Education Now.Google Scholar
  29. Kabeer, N. (1999). Resources, agency, achievements: Reflections on the measurement of women’s empowerment. Development and Change, 30(3), 435–464.CrossRefGoogle Scholar
  30. Knowles, M. S. (1973). The adult learner: A neglected species. Houston: Gulf Publishing Company.Google Scholar
  31. LeVine, R., LeVine, S., Richman, A., Uribe, F., Correa, C., & Miller, P. J. (1991). Women’s schooling and childcare in the demographic transition: A Mexican case study. Population and Development Review, 17(3), 459–496.CrossRefGoogle Scholar
  32. LeVine, R. A., LeVine, S., Schnell-Anzola, B., Rowe, M., & Dexter, E. (2012). Literacy and mothering: How women’s schooling changes the lives of the world’s children. Child Development in Cultural Context series. Oxford: Oxford University Press.Google Scholar
  33. Lugones, M. (2010). Toward a decolonial feminism. Hypetia, 25(4), 742–759.CrossRefGoogle Scholar
  34. Maathai, W. (2008). Unbowed: My autobiography. Nairobi: Arrow.Google Scholar
  35. Maddox, B. (2005). Assessing the impact of women’s literacies in Bangladesh: An ethnographic inquiry. International Journal of Educational Development, 25(2), 123–132.CrossRefGoogle Scholar
  36. Maddox, B. (2007). Secular and Koranic literacies in South Asia: From colonisation to contemporary practice. International Journal of Educational Development, 27(6), 661–668.CrossRefGoogle Scholar
  37. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.Google Scholar
  38. Mohanty, C. T. (2003). Feminism without borders: Decolonizing theory, practicing solidarity. Durham & London: Duke University Press.CrossRefGoogle Scholar
  39. Moser, C. (1993). Gender planning and development: Theory, practice and training. London: Routledge.CrossRefGoogle Scholar
  40. Narayan, U., & Harding, S. (1998). Introduction. Border crossing: Multicultural and postcolonial feminist challenges to philosophy (part 1). Hypatia, 13(2), 1–6.CrossRefGoogle Scholar
  41. Østergaard, L. (1992). Gender and development: A practical guide. London: Routledge.Google Scholar
  42. Oxfam. (2013). Women’s collective action: Unlocking the potential of agricultural markets. An Oxfam International research report. Oxford: Oxfam.Google Scholar
  43. Oyěwùmí, O. (2001). Ties that (un)bind: Feminism, sisterhood and other foreign relations. JENdA: A Journal of Culture and African Women Studies, 1(1), 1–18.Google Scholar
  44. Papen, U. (2002). TVs, textbooks and tour guides: Uses and meanings of literacy in Namibia. Unpublished Ph.D. Thesis. King’s College, London.Google Scholar
  45. Papen, U. (2005). Literacy and development: What works for whom? or, How relevant is the social practices view of literacy for literacy education in developing countries? International Journal of Educational Development, 25(1), 5–17.CrossRefGoogle Scholar
  46. Pradervand, P. (1989). Listening to Africa: Developing Africa from the grassroots. New York: Praeger.Google Scholar
  47. Puchner, L. (2003). Women and literacy in rural Mali: A study of the socio-economic impact of participating in literacy programmes in four villages. International Journal of Educational Development, 23(4), 439–458.CrossRefGoogle Scholar
  48. Rao, N., & Robinson-Pant, A. (2006). Adult Education and indigenous people: Addressing gender in policy and practice. International Journal of Educational Development, 26(2), 209–223.CrossRefGoogle Scholar
  49. Riessman, C. K. (2005). Narrative analysis. In N. Kelly, C. Horrocks, K. Milnes, B. Roberts, & D. Robinson (Eds.), Narrative, memory and everyday life (pp. 1–7). Huddersfield: University of Huddersfield Press.Google Scholar
  50. Robinson-Pant, A. (2005). The benefits of literacy (human, cultural, social, political, economic). Background paper prepared for the Education for All Global Monitoring Report 2006. Literacy for Life. Paris: UNESCO.Google Scholar
  51. Robinson-Pant, A. (2008). Why literacy matters: Exploring policy perspective on literacies, identities and social change. Journal of Development Studies, 44(6), 779–796.CrossRefGoogle Scholar
  52. Robinson-Pant, A., & Evans, K. (2009). Editorial. Compare, 39(6), 687–689.Google Scholar
  53. Rogers, A. (1994). Using literacy: A new approach to post-literacy materials. London: Overseas Development Administration.Google Scholar
  54. RoK (Republic of Kenya). (2010). The Constitution of the Republic of Kenya. Nairobi: Government Printer.Google Scholar
  55. Said, E. (1989). Representing the colonized: Anthropology’s interlocutors. Critical Inquiry, 15(2), 205–225.CrossRefGoogle Scholar
  56. Saitoti, T. O., & Beckwith, C. (1980). Maasai. London: Elm Tree Books.Google Scholar
  57. Sen, G., & Grown, C. (1987). Development, crises and alternative visions: Third world women’s perspectives. New York: Monthly Review Press.Google Scholar
  58. Sen, G. & Östlin, P. (2011). Gender Inequality in Health. In The Commission on Social Determinants of Health Knowledge Networks, J. H. Lee & R. Sadana (Eds.), Improving equity in health by addressing social determinants (pp. 59–87). Geneva: World Health Organization (WHO).Google Scholar
  59. Spivak, G. C. (1985). Can the subaltern speak? Speculations on widow sacrifice. Wedge, 7(8), 120–130.Google Scholar
  60. Street, B. (Ed.). (2001). Literacy and development: Ethnographic perspectives. London: Routledge.Google Scholar
  61. Stromquist, N. P. (2002). Education in a globalized world: the connectivity of economic power, technology, and knowledge. Lanham: Rowman & Littlefield.Google Scholar
  62. Takayanagi, T. (2008). Indigenous approach to community development in Kenya: Experiences of a female school teacher. Journal of International Cooperation in Education, 11(2), 161–172.Google Scholar
  63. Takayanagi, T. (2011). More than a teacher: Community work of a female Maasai teacher in Kenya analysed through postcolonial theory. In M. Campbell, C. Michelle & R. Simon-Kumar (Eds.), Connecting women, respecting differences: Proceedings of the WSANZ (Women’s Studies Association of New Zealand) Conference 2010 (pp. 55–63). Conference held 19–21 November at the University of Waikato in Hamilton, New Zealand.Google Scholar
  64. Takayanagi, T. (2014). The complexity of literacy in Kenya: Narrative analysis of Maasai women’s experiences. Compare: A Journal of Comparative and International Education, 44(5), 826–844.Google Scholar
  65. Tamale, S. (2006). African feminism: How should we change? Development, 49(1), 38–41.CrossRefGoogle Scholar
  66. Temple, B., & Edwards, R. (2002). Interpreters/translators and cross-language research: Reflexivity and border crossings. International Journal of Qualitative Methods, 1(2), 1–12.Google Scholar
  67. Trudell, B. L., & Klaas, A. (2010). Distinction, integration and identity: Motivations for local language literacy in Senegalese communities. International Journal of Educational Development, 30(2), 121–129.CrossRefGoogle Scholar
  68. Tsukada, R., & Silva, E. (2009). Age and gender bias in workloads during the lifecycle: Evidence from rural Ghana. Brasilia: International Policy Centre for Inclusive Growth/UNDP.Google Scholar
  69. UN (United Nations). (1948). Universal declaration of human rights. Paris: United Nations General Assembly.Google Scholar
  70. UNESCO (United Nations Educational, Scientific and Cultural Organization). (2000). World Education Forum Dakar 26–28 April. Final Report. Paris: UNESCO. Retrieved 6 June 2016 from http://unesdoc.unesco.org/images/0012/001211/121117e.pdf.
  71. UNESCO. (2015). Education for all 2000–2015: Achievements and challenges. Global Monitoring Report 2015. Paris: UNESCO.Google Scholar
  72. Vavrus, F. (2003). Desire and decline: Schooling amid crisis in Tanzania. Society and politics in Africa series, vol. 13. New York: Peter Lang.Google Scholar

Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2016

Authors and Affiliations

  1. 1.Faculty of Education and Social WorkUniversity of SydneySydneyAustralia

Personalised recommendations

Cite article

Buy options