Engaging the Custodians of Tradition and Culture: Leveraging the Role of Multiple Actors in Maasai Girls' Education. Echidna Global Scholars Program, Policy Brief

Autor/in	Parsitau, Damaris Seleina
Institution	Brookings Institution, Center for Universal Education
Titel	Engaging the Custodians of Tradition and Culture: Leveraging the Role of Multiple Actors in Maasai Girls' Education. Echidna Global Scholars Program, Policy Brief
Quelle	(2017), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Females; Womens Education; Barriers; Access to Education; Gender Bias; Social Bias; Environmental Influences; Educational Policy; Foreign Countries; Tribes; Elementary Education; Social Influences; Marriage; Housework; Proximity; Government Role; Nongovernmental Organizations; Community Involvement; Religion; Empowerment; Mothers; Role Models; Teacher Role; Kenya + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Education; Access; Bildung; Zugang; Bildungszugang; Geschlechterstereotyp; Environmental influence; Umwelteinfluss; Politics of education; Bildungspolitik; Ausland; Tribal society; Stammesgesellschaft; Elementarunterricht; Sozialer Einfluss; Ehe; Hausarbeit; Lebensnähe; Mother; Mutter; Identifikationsfigur; Lehrerrolle; Kenia
Abstract	The education of girls living in Maasailand in Kenya's arid and semi-arid regions presents many challenges. This policy brief explores how deep-seated perceptions embedded in Maasai culture hold girls' back. This research looks in depth at Kajiado and Narok counties, both predominantly Maasai areas that have some of the lowest school enrollment and completion rates in the country. Drawing from her own experience as founder of Let Maasai Girls Learn, the author contributes much-needed analysis and data on the status of girls' education in Maasailand. The brief explores how factors like Female Genital Mutilation, childhood marriage, a preference for boys, environmental factors like drought and famine, and the burden of household chores mitigate against the education of Maasai girls. Gaps in current policy frameworks and interventions in the Maasai community are outlined, along with detailed proposals for engaging key gatekeepers who are pivotal to getting (and keeping) Maasai girls in school. A key takeaway is that, too often, well-meaning governmental and non-governmental interventions intended to help Maasai girls have alienated elders and overlooked the value of community-led solutions grounded in existing Maasai social and cultural capital. (As Provided).
Anmerkungen	Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01