Description
Book SynopsisRevolutionary Struggles and Girls'' Education: At the Frontiers of Gender Norms in North-Ethiopia argues that at the base of girls' poorer performance than boys at secondary school level when puberty has set in, is the symbolic violence entailed in sanctioned femaleness. Informed by the modesty of Virgin Mary in Orthodox Christian veneration, it instructs girls to internalize a holding back which impinges on her self-efficacy and ability to be an active learner. Neoliberally-informed educational policies and plans which have co-opted liberal feminism also in Ethiopia, do not address hard-lived gender norms and the power and domination dynamics entailed when parity between boys and girls in school continues to be the dominant measure for equity. Despite women's courageous contribution at a literal frontier during the Tigrayan liberation struggle (1975-91) where they fought on equal terms with men, and despite the tendency that girls' outnumber boys at secondary level in the present c
Table of Contents
Introduction
Chapter 1. The Politico-Historical Context from the Perspective of Gender Equality
Chapter 2. Education and Household ViabilityChapter 3. The Nexus of Underage Marriage and Education
Chapter 4. Learning to “Hold Back”
Chapter 5. Youth Sexuality in the Context of Secondary School
Chapter 6. Negotiating Femaleness
Chapter 7. “Education is the Foundation for Development”
Chapter 8. Revolutions, Teaching-Learning Practices and the Reproduction of Power
Chapter 9. Blaming the Girls
Concluding Remarks
