Phenomenological Underpinnings for Gender and Feminist Research in Education: Positioning Twenty-FirstCentury African Contexts
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Date
2019
Authors
Chege, Fatuma N.
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
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.
Description
Research Article
Keywords
Feminism, Phenomenological underpinnings, Feminist theorisation, Feminist gender research, Feminist methodology