NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ908738
Record Type: Journal
Publication Date: 2011-Jan
Pages: 14
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-0954-0253
Relative-Change Theory: Examining the Impact of Patriarchy, Paternalism, and Poverty on the Education of Women in Kenya
Omwami, Edith Mukudi
Gender and Education, v23 n1 p15-28 Jan 2011
Forty-five years have passed since Kenya gained independence and almost 30 years since the feminist revolution ushered in a global gender and development agenda. While Kenya's development agenda had a functionalist orientation aimed at modernisation, the outcome of efforts to promote education development cannot be understood without an examination of the context of women. Although development agencies acknowledge the need for empowerment of women, the interests of change agencies are accommodated within the bounds of patriarchy, poverty, and paternalism. This situation is best explained by examining the education experience of women through a relative-change theory prism. From this perspective, change is actively pursued within limits, that is, options for change in the social, cultural, and political context are acknowledged but limited. As a result, whatever education development efforts have been put into place to benefit women in marginalised situations, the outcome has fallen short for the majority of women.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya