RP-Department of Educational Foundations

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Browsing RP-Department of Educational Foundations by Author "Chege, Fatuma N."

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    Beyond engagement in working with children in eight Nairobi slums to address safety, security and housing: Digital tools for policy and community dialogue
    (Research gate, 2016) Claudia, Mitchella; Chege, Fatuma N.; Maina, Lucy; Rothman, Margot
    This article studies the ways in which researchers working in the area of health and social research and using participatory visual methods might extend the reach of participant-generated creations such as photos and drawings to engage community leaders and policy makers. Framed as going ‗beyond engagement‘, the article explores the idea of the production of researcher-led digital dialogue tools, focusing on one example, based on a series of visual arts-based workshops with children from 8 slums in Nairobi addressing issues of safety, security and well being in relation to housing. The authors conclude that there is a need for researchers to embark upon the use of visual tools to expand the life and use of visual productions, and in particular to ensure meaningful participation of communities in social change.
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    Factors contributing to the High Drop out of Girls in the Secondary Schools around Lake Victoria: A Case Study of Nyangoma Division in Siaya County, Kenya
    (Greener Journals, 2017) Lugonzo, Humphrey Musera; Chege, Fatuma N.; Wawire, Violet
    This descriptive survey research study established the contribution of fishing around Lake Victoria on the high drop out of girls in the secondary schools of Nyangoma Division in Siaya County in Kenya. The participants involved in this study included Beach Management Units (BMUs) Officers; principals; teachers; plus form 3 and form 4 students drawn from 4 secondary schools in the Division. A total of 159 students that is, 108 boys and 51 girls as well as 16 teachers that is, 10 males 6 and females participated in the study. Questionnaires, interview guide, and non-participant observations were the research instruments used to collect data. A documentary analysis of the records in the secondary schools selected for the study was used to supplement the data collected on the rate of drop out of girls. Descriptive survey research design was employed in the study. Data was analyzed both quantitatively and qualitatively. The results of this study showed that fishing contributed to the high drop out of girls who were involved in this activity. It was concluded that there was a significant relationship between fishing and drop out of girls in secondary schools in Nyangoma Division. This study recommends that the Government of Kenya through the Ministry of Education should organize workshops / insets for teachers teaching in lake regions to equip them with skills on guiding. This would enable them to counsel and advise the girls in their schools effectively. Further, the government and parents should provide for the basic needs of the girls in fishing regions like sanitary towels, better sanitation and clean water to enable them not to continue dropping out of secondary schools.
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    Fisheries around Lake Victoria and attendance of girls in secondary schools of Nyangoma Division in Siaya County, Kenya
    (2017) Lugonzo, Humphrey Musera; Chege, Fatuma N.; Wawire, Violet
    This descriptive survey research study established the contribution of fishing around Lake Victoria on the high drop out of girls in the secondary schools of Nyangoma Division in Siaya County in Kenya. The participants involved in this study included Beach Management Units (BMUs) Officers; principals; teachers; plus form 3 and form 4 students drawn from 4 secondary schools in the Division. A total of 159 students that is, 108 boys and 51 girls as well as 16 teachers that is, 10 males 6 and females participated in the study. Questionnaires, interview guide, and non-participant observations were the research instruments used to collect data. A documentary analysis of the records in the secondary schools selected for the study was used to supplement the data collected on the rate of drop out of girls. Descriptive survey research design was employed in the study. Data was analyzed both quantitatively and qualitatively. The results of this study showed that fishing contributed to the high drop out of girls who were involved in this activity. It was concluded that there was a significant relationship between fishing and drop out of girls in secondary schools in Nyangoma Division. This study recommends that the Government of Kenya through the Ministry of Education should organize workshops / insets for teachers teaching in lake regions to equip them with skills on guiding. This would enable them to counsel and advise the girls in their schools effectively. Further, the government and parents should provide for the basic needs of the girls in fishing regions like sanitary towels, better sanitation and clean water to enable them not to continue dropping out of secondary schools.
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    Phenomenological Underpinnings for Gender and Feminist Research in Education: Positioning Twenty-FirstCentury African Contexts
    (Kenyatta University, 2019) Chege, Fatuma N.
    This paper addresses the near-absence of feminist theorisation and methodological considerationsas a conceptual gap in the gender research in African contexts.Not only is this perceived gaprelevant toresearch onfamily and community but it also implicateseducational research that mainly focuses on schooling and its interactions with other social institutionstoperpetuate subordination of women. Arguably,addressing this conceptual gap effectively withincritical and scholarly analytical stanceshas the potential to enhance the unmasking of the subtle drivers of women’ssubordination, that are oftenelusive in gender analysis that is outside the feminist mission.The author usesthe analytic and critical methods of philosophyto elucidate and foreground phenomenological underpinningsthat influencethe construction of gender power relations in the context of feminist theoretical mission which advocates for the understanding of women’s subordination through their voices as well as embracing the political task of challenging and dismantling female subordination in society. The philosophical arguments advanced herein, yield recommendationsand conclusions based on critical analysis of selected examples that are derived from gender research in African contexts and which are relevant to the feminist agenda. The key objective of this paper ismake theoretical and methodological contribution to the field of gender and educational researchthat inform researchers working in 21st Century African settings in pursuance of the attainment of the United Nations SDG 5 on ensuring gender equality and not in the least, SDG 4 on quality education and lifelong learning for all.
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    Relationship between fishing industry around Lake Victoria and enrollment of girls in secondary schools of Nyangoma Division, Siaya County, Kenya
    (2017) Lugonzo, Humphrey Musera; Chege, Fatuma N.; Wawire, Violet
    The Sustainable Development Goals aimed at empowering women and achieving gender equity in education. In Kenyan the government emphasizes on girls’ education to bring it at par with that of the boys as stipulated in the Constitution of Kenya of 2010. This Research Article was generated from a study that examined the relationship between fishing industry around Lake Victoria and girls’ enrollment in the secondary schools of Nyangoma Division in Siaya County in Kenya. Purposive sampling was used to select 4 out of the 10 secondary schools in Nyangoma Division from which data was collected from 159 Form 3 and 4 students. Stratified random sampling technique was used to select 16 teachers. Descriptive survey research design was used in the study. Questionnaire was used for data collection. The Data was analyzed quantitatively using descriptive statistics like frequencies, percentages and pie-charts. Chi-square statistics was used to test the null hypothesis. The study showed that there was significant relationship between fishing industry and enrollment of girls in secondary school. The study recommended enforcement of child-labour laws in Kenya in order to help retain girls in schools as well as deter their engagement in the fishing industry
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    Teachers’ gendered identities, pedagogy and HIV/AIDS education in African settings within the ESAR
    (Bioinfo Publications, 2006) Chege, Fatuma N.
    This article uses data selected from two studies in countries of the Eastern and Southern Africa Region (ESAR), namely, Botswana, Kenya, Rwanda, South Africa, Tanzania, Zambia and Zimbabwe, to explore how teachers used gender to construct their identities and those of their students. It demonstrates the role of perceived models of African masculinities and femininities in the lives of teachers and how these were contrived to sexualise girls and construct them, not only as inferior to boys but also, as objects of sexual ridicule. We see how female and male students negotiated gendered and sexual identities in the school and in HIV/AIDS classes in ways that often threatened teacher image and confidence, often undermining classroom participation. The article analyses the gendered dynamics of school and classroom life, highlighting educational implications, identifying gaps for further research and suggesting strategies that could help transform HIV/AIDS education classes, making them relatively more empowering for teachers and student