The gender–education–poverty nexus: Kenyan youth’s perspective on being young, gendered and poor
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Date
2012-05
Authors
Chege, Fatuma N.
Arnot, Madeleine
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Abstract
This article argues that the role of education within the gender–poverty debate
needs to be reconceptualised. It stresses the importance of conceptualising the
gender–education–poverty nexus as a cluster of complex interactive combinations
and bonds in which education outcomes are shaped by, and shape, both poverty and
gender. The aim of the paper is to contribute towards a greater understanding of this
set of interrelations. It does so by drawing on findings from research in Kenya in
which a sample of 24 young people (brothers and sisters aged 16–25) living in 18
poor households were interviewed. These young men and women with varying
levels of formal schooling discussed the complex relationships they perceived
between their education, gender relations in the community, and the adult lives they
hoped to build. Young men wished to build a life in the community whilst some of
the young women were keen to marry and leave. Female and male youth were
aware of gender changes in identities and roles and how they might challenge the
respect associated with particular forms of masculinity. Although weakening of
gender boundaries in employment was observed, these appeared to be more
associated with young people’s survival strategies than with gender equality
promoted by schools.
Education is not a way to escape poverty – it is a way of fighting it. (Mwalimu Julius
Nyere1)
Description
Publisher version (Taylor & Francis) available at http://dx.doi.org/10.1080/03050068.2011.608897
Keywords
Citation
Comparative Education Vol. 48, No. 2, May 2012, 195–209