By Mutindi Mumbua Kiluva-Ndunda
This interesting booklet examines rural African women's reviews of schooling in Kilome, Kenya, supplying engrossing, and mostly heartbreaking, testimony at the cultural, ancient, social, financial, and political components that experience formed, and proceed to form, women's academic and monetary possibilities there. As a Kamba lady who grew up in rural Kenya and as person who acquired an schooling within the metropolitan towns of North the United States, the writer provides those women's tales now not easily from an insider's point of view, yet as one that has shared stories of the problems mentioned within the booklet. Highlighting the struggles those ladies face to supply their children--particularly their daughters--with academic possibilities, the writer attracts consciousness to the gender and gear matters that restrict women's participation within the public sphere and illustrates how girls in Kenya were principally absent on the nationwide point the place academic regulations are formulated.
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Additional resources for Women's Agency and Educational Policy: The Experiences of the Women of Kilome, Kenya
None of the girls from this village was attending Precious Blood Girls School at the time of my study. Kilome’s secondary school was built by the community in 1979. As a harambee school, it receives minimum assistance from the government. Most teachers who are posted from the universities by the government to teach at this school never report. They always try to be reposted to other areas. Kithumba Women’s Self-Help Group I went to Kithumba village because I grew up here. My ﬁrst meeting was attended by about ﬁfty women.
These groups in the traditional setting became necessary as a collective geared at identifying a task and at putting their resources together to work on the task (Republic of Kenya: Women’s Bureau/SIDA Project, 1992). Women’s customary organizations, such as age-groups for the Kikuyu, Myethya, or working parties for the Kamba, have developed into self-help groups with new functions overlaying the old (Stamp, 1986). The original objectives of the traditional organizations have changed to accommodate the rapid political and socioeconomic changes taking place in the country.
The ages of the three professional women ranged between thirtyﬁve and thirty-eight years. The professional women are the role models rural women would like their daughters to emulate. Some rural women idealize education as a panacea to the social and economic difﬁculties that women face. However, the professional women’s stories attest to the fact that women’s educational and economic inequities do not disappear with a good education. 1 Name 1 Participants: A Summary Years of formal education Mwelu Mumo Mulee Mwikali Catherine Kanini Maria Rose Wayua Mutinda Teresia Wanza Janet Ruth Ndunge Ndele Ngina Rachel Meli Faith2 Katunge Nzula Mariya Kavuli Kasika Kadogo Nzeli Beth Mbeti Kamene Wanza Kambua Nduki Wausi (P) Mutheu (P) Koki (P) Ndinda (S) Jane (S) Munee (S) Waeni (S) Mueni (S) 4 4 7 3 7 4 13 9 0 7 1 7 9 7 7 6 3 7 1 11 11 9 7 7 0 7 4 9 7 3 3 8 7 18+ 17 16 11 12 12 12 9 37 Village Age Kithumba Kithumba Kithumba “ “ “ “ Kithumba “ Kithumba Kithumba Kithumba Kyandue Kyandue “ Kyandue Kyandue Kyandue Kyandue Kyandue2 “ Kyandue Kyandue Kyandue Kyandue Kyandue Kyandue Salama Salama Salama Salama Salama Salama 40 75 44 54 37 46 30 36 46 30 50 34 33 45 36 42 39 45 32 36 38 42 28 38 33 70 35 37 33 19 35 35 38 35 17 17 18 18 15 Marital Status Number of children Married Separated Widowed Single 7 7 8 7 5 7 3 10 8 5 10 7 5 7 7 5 8 5 7 5 3 4 10 4 8 3 7 8 0 4 1 0 2 1 3 1 0 0 0 0 0 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔2 ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ 1.