A Critique of Abakhayo’s Conception of the Girl Child’s Right to Education in the Light of Thomistic Concept of Person
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Date
2025-10
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Kenyatta University
Abstract
This study offers a philosophical reflection on the Abakhayo community’s conception of the girl child’s right to education, examined in light of the Thomistic concept of person. Guided by four objectives, the study sought to; first, explain the concept of personhood in the philosophy of St. Thomas Aquinas, second, elucidate the Abakhayo people’s understanding of the personhood of a woman, third, assess how this conception has impacted the girl child’s access to education as a human right, and finally, propose a person-centred model that affirms girls’ right to education. The research adopted a qualitative, phenomenological approach enriched by philosophical analysis. Primary data were gathered through focused group discussions and key informant interviews with elders, educators, women, and girls from Nambale and Matayos sub-counties of Busia County, while secondary data came from literature, policy documents, and scholarly works. The analysis was reflective, interpretive, and guided by Thomistic thought. The findings reveal that Aquinas’ conception of personhood emphasizes rationality, dignity, and incommunicable individuality, implying that both men and women share equal capacity and rights. By contrast, the Abakhayo community’s conception is retrogressively shaped by socio-cultural practices that privilege men and marginalize women and girls. Attributes of personhood, such as wisdom, leadership, and entitlement to property, are predominantly associated with men, while women are often regarded as “lesser persons.” This perception has profoundly influenced educational opportunities, as boys are prioritized for schooling while girls face systemic barriers, including early marriage, child labour, discriminatory traditions, and policies that reinforce cultural bias. The study concludes that the denial of education to girls among the Abakhayo is rooted in a distorted communal conception of personhood that undermines their dignity and rights. However, the Thomistic concept provides a normative lens through which these cultural limitations can be critiqued and corrected. Based on these insights, the study recommends a reorientation of cultural values and policies toward a person-centred model that recognizes the girl child as a full human person with equal educational entitlements. This requires integrating values of dignity and justice into curricula, enforcing legal frameworks on gender equity, and fostering awareness within communities to dismantle stereotypes and harmful practices. The study also calls for further research into the interplay between personhood, gender, and ethics across other African contexts where similar patterns of exclusion persist. Ultimately, the study underscores that the sustainable transformation of the Abakhayo community and, by extension, many African societies depends on affirming the intrinsic worth of the girl child as a person and ensuring her right to education is fully protected.
Description
A Thesis Submitted In Fulfilment Of The Requirements for the Award of the Degree of Doctor of Philosophy (Philosophy of Education) in the School of Education and Lifelong Learning, Kenyatta University. October, 2025
Supervisors
Francis Murira Ndichu
Francis Likoye Malenya