Download Beyond Women's Empowerment in Africa: Exploring Dislocation by Elinami Veraeli Swai PDF

By Elinami Veraeli Swai

This booklet breaks new floor in figuring out how smooth society has formed women's wisdom procedure in Africa and deconstructs long-held myths in regards to the place of normal girls within the building of information. utilizing case reviews, it historicizes the reviews of normal ladies in Tanzania and appears at how empowerment is used to, mockingly, eviscerate women's wisdom structures.

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Additional resources for Beyond Women's Empowerment in Africa: Exploring Dislocation and Agency

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8 Although low birth rate was common in the German colony (Colwell, 2001), girls in Tanzania were sent to school, not to learn about reproduction, but to be dislocated form their knowledge systems to conform to the colonial project of exploitation (Koponen 1994). Most colonial officials and missionaries and, to a certain extent, later anthropologists were all aware that girls’ education in Africa played a different role than that of women in the metropolis (Denzer 1992; Musisi 1992). While education for them in the West helped them to assume the roles that were meant specifically for women in their own context, African women who attended colonial and mission schools were introduced to new and alien patterns of life, including notions of docility, domesticity and dependency (Hunt 1990; Moss 1997), which were contrary to the African context and way of living.

However, like my director in the Institute of Adult Education, they were not ready (and indeed, were uncomfortable) to accept my critical problematic. With the benefit of hindsight, I can now understand my colleagues’ dismay and misgivings. Many of them were critical thinkers, but like Freire, their criticality was unproblematic. Many of my colleagues believed that participation of women in literacy programs could lead to their individual and collective empowerment (Kabeer 1994; Rowlands 1997; Sen and Grown 1987; Young 1993).

Most colonial officials and missionaries and, to a certain extent, later anthropologists were all aware that girls’ education in Africa played a different role than that of women in the metropolis (Denzer 1992; Musisi 1992). While education for them in the West helped them to assume the roles that were meant specifically for women in their own context, African women who attended colonial and mission schools were introduced to new and alien patterns of life, including notions of docility, domesticity and dependency (Hunt 1990; Moss 1997), which were contrary to the African context and way of living.

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