Download e-book for kindle: Beyond Women's Empowerment in Africa: Exploring Dislocation by Elinami Veraeli Swai

Nonfiction 2

By Elinami Veraeli Swai

This ebook breaks new flooring in knowing how sleek society has formed women's wisdom process in Africa and deconstructs long-held myths concerning the place of normal ladies within the building of information. utilizing case experiences, it historicizes the stories of standard girls in Tanzania and appears at how empowerment is used to, sarcastically, eviscerate women's wisdom platforms.

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Extra info for Beyond Women's Empowerment in Africa: Exploring Dislocation and Agency

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While myself and some of the interviewees, such as Mankya, had adequate education and I was reasonably stable financially, there are reasonable grounds to object to some of our actions, but I urge the reader not to let hasty verdicts foreclose more nuanced analyses of the various factors at play in all the scenarios and scenes until they are all played out. How much can we learn from the current condition of women in rural communities of Tanzania? What are sociocultural and historical processes and practices involved in these dislocations?

In such a context, education for women becomes more of an impediment than empowerment because it does not help them negotiate their lives. This does not imply that education for women has been negative through and through. It has often empowered some women. Indeed, many admit that without education, they would be in the darkness. From the case of women in Tanzania in the early paragraphs of this chapter, the intention of colonial education for women was to isolate them from their knowledge, and construct them as ignorant for the purpose of a colonial project of exploitation.

The work of Paulo Freire, Pedagogy of the Oppressed (1970), was inspirational and the beginning of my journey toward understanding power and imbalance in the provision of education and that education is not an empowering device per se, but empowering came with what people do with education. I also became aware of the way education was used to identify and differentiate people—literate versus illiterate, knowledgeable versus ignorant, and the like and the hidden agenda of such identification. According to Freire, if “empowerment” is to be taken seriously, people must be regarded as individuals with both needs and rights, and even the most incompetent individuals have certain knowledge and contributions to society.

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