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Udvikling og uddannelse - en analyse af ActionAids projekt i det nordlige Nigeria, TEGINT

By Monna Abdela Ali, Martha Dall and Sarah Sabine Pultz Hansen


Resumé This report examines ActionAids project TEGINT and their aim to achieve transformation in education of girls in Northern Nigeria. ActionAids project TEGINT ran between 2007 and 2012 and deployed several human rights-based actions including advocacy, awareness-raising on girls’ right to education, capacity building and mentoring programmes. The project analyses the results from TEGINT’s Endline report which showcases the successes and challenges of TEGINTs project. More specifically, the project contains an analysis of the barriers, which young girls in Northern Nigeria encounter in their participation in primary and secondary schooling. A historical perspective is included in order to grasp how formal and Western education was received in Nigeria during Britain’s colonial occupation of Nigeria. British missionaries promoted Christianity and education as key methods for transforming Nigeria from a traditional society to a modern society. However, in Northern Nigeria, where the majority of the population were Muslims, Islam was firmly established and they did not tolerate any foreign interference with their religion, traditions or Quran-schools. The resistance towards the implementation and practice of foreign formal schools is still largely in place in Northern Nigeria today, which is stressed by the fact that young girls tend to have bigger obstacles in their participation in primary and secondary schooling than girls in Southern Nigeria. Through the project we therefore found that religion has an important impact on young girls’ access to and participation in primary and secondary school especially in Northern Nigeria. However, the field of young girl’s participation in school is highly complex and other obstacles such as the patriarchal family structure, early marriage, the socioeconimic status of woman and girls are factors that determine young girl’s access to education. The project discusses these obstacles from a postcolonial and modernist perspective. The project furthermore includes Uma Kothari’s critical perspective on discourses and representations of international development in order to understand, explain and critique approaches to international development. The methodological approach in the analysis is Pierre Bourdieus theory concerning the structural field, the habitus and social and cultural capital of the agents within this field. Furthermore, the project discusses United Nations eight Millennium Development Goals for 2015 with special attention to goal number 2, which addresses universal primary education for children. The project concludes that the Millennium Development Goals are overall objectives of development that does not consider the cultural, religious and local contexts in the countries in which development organizations, such as ActionAid, operate in. However, the project also concludes that the eight goals should be seen as part of a comprehensive process working towards the achievement of development in the Global South

Topics: Udannelse, Bourdieu, Nigeria, Kothari, Postkolonialisme, Modernisering
Year: 2015
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