Buzzwords at play: gender, education, and political participation in Kenya

Foulds, Kim

doi:10.1080/09540253.2014.933190

Cited by 16 publications

(19 citation statements)

References 16 publications

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“…Although there was an acknowledgement of increased number of women in the national assembly, it was still less than the required one-third quota. This violation of the highest laws of the land could be attributed to cultural undertone which does not encourage equal participation of women in decision-making (Foulds, 2014;Conway, 2001;Norris & Inglehart, 2001). This finding validates previous studies by Kameri-Mbote (2016), Omondi (2016) and Sivi-Njonjo (2016) who reported lack of political commitment in enforcing the laws of the land as a factor in imbalance in political.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, in typical traditional African society, women are not invited to partake in public decision-making (Barton, 2005;Foulds, 2014;Yiapan, 2002). This phenomenon has continued in contemporary society as participants mentioned that even their fellow women do not support their efforts to venture into an area dominated by men.…”

Section: Discussionmentioning

confidence: 99%

“…The recent economic downturn has intensified arguments on the essence of encouraging women to participate in economic activities and by extension, increase their presence in the public spheres (Malik & Courtney, 2011;Sahabaya & Konadu-Agyemang, 2004). Previously, women were limited to life at home as their major tasks included cooking, raising children and taking care of home (Foulds, 2014;Kabeer, 2005;Sifuna, 2006). The recent economic crisis with its increasing hardships conscientise societies on the need to support women to participate in income generation activities to complement the efforts of men who are mainly the breadwinners of their respective families.…”

Section: Politics In Kenyamentioning

confidence: 99%

“…Modernization with its accompanying industrialisation has been found to be a breakthrough to encourage the participation of women in public offices (Conway, 2001). As women assume more public roles, they become visible in an influential positions which is likely to result in their increased participation in the political process (Barton, 2005;Foulds, 2014;Yiapan, 2002). However, this process is slow in sub-Saharan Africa where culture plays a role in determining the status of women in societies.…”

Section: Women and Political Participationmentioning

confidence: 99%

“…Democratic principles value respect for citizens' rights to participation in elections, holding public office and being active in political party structures (Conway, 2011;Norris & Inglehart, 2011). Despite the increase in awareness and initiatives to empower women to take an active part in politics, they are less likely to be voted or appointed to public office (Foulds, 2014;Sifuna, 2006;Omwami, 2015). The promulgation of 2010 Constitution of Kenya was a major milestone in the fight towards gender equality as well as open up spaces for participation of women and their representation in decision-making processes.…”

mentioning

confidence: 99%

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Women in politics in Kenya: an analysis of participation and barriers

Opoku

Anyango²,

Alupo³

2018

GENEROS

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Women constitute more than half of the world’s population but their representation in the political arena has consistently been lower compared to men. Since representation is important in the allocation of resources, laws have been passed to guarantee gender parity in decision-making. In Kenya, the 2010 Constitution introduced a two-third gender rule to enhance parity in legislative bodies at both lower and national legislative bodies. From a sociological perspective, this paper assessed the extent of participation of women in the political development of Kenya. The qualitative study used interviews to analyse the contribution of women in politics. In all, 30 key informants, made up of 11 males and 19 females, were purposively recruited for the study. The study found that there were hindrances to women’s effective political participation which included; political environment characterized by violence propaganda, discrimination based on gender and lack of support from fellow women. The study and its implication for policymaking has been discussed extensively.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Politics In Kenyamentioning

confidence: 99%

Section: Women and Political Participationmentioning

confidence: 99%

mentioning

confidence: 99%

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Women in politics in Kenya: an analysis of participation and barriers

Opoku

Anyango²,

Alupo³

2018

GENEROS

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The role of schools in providing educational opportunity: An integrative review

Katz

Acquah

2021

Review of Education

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The concept of educational opportunity is ubiquitous yet ambiguous; it is frequently discussed within the education world, yet there is no commonly shared understanding of what it means or how to measure it. To address this void, we conducted an integrative review of the literature on school inputs and student outcomes from 2010 to 2019. A total of 39 articles were included in this review, and analysed using a mixed methods approach. A descriptive analysis showed the studies used a range of research designs, including case study (n = 7), comparative (n = 6), correlational and longitudinal (n = 5), exploratory (n = 4), cross‐sectional (n = 3), and phenomenological (n = 2). Furthermore, studies were conducted within a variety of primary through secondary school contexts (e.g., public, charter and vocational). A deductive analysis revealed that more than half of the studies looked at cognitive outcomes (n = 25), followed by psychological (n = 22), behavioural (n = 17), and then other (n = 6). Finally, grounded theory was used to analyse specific school factors (inputs) that influence the aforementioned outcomes positively. We identified four input categories through which educational opportunity generally manifests: Inclusive Culture and Environment, Responsive Teaching and Appropriate Training, Resources and Opportunity to Learn, and Curriculum and Instruction. Based on the results, we developed a conceptual framework of educational opportunity that connects school inputs to positive student outcomes. The framework can be used by researchers and educators to inform discussions and assessments of educational opportunity. Rationale for this study Schools worldwide aim to provide equitable opportunities that result in positive student outcomes. However, there is widespread disagreement between both educators and educational researchers as to what educational opportunity means and looks like in practice. Why the new findings matter This study seeks to bring clarity to the topic through an integrative review that synthesises the research on school inputs that lead to positive student outcomes. Implications for educators, educational researchers and policy makers This review resulted in the development of a conceptual framework of educational opportunity. The framework is not prescriptive, but can be adapted based on the needs, goals and values of the school and students. This framework has implications for teachers, school leaders, policy makers and educational researchers who can use it as a tool to assess educational opportunity and inform educational practices. Most importantly, the framework can be used to help improve equity in educational opportunities.

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The Realities of Governance: Conflict and Context Across Africa

Ware¹

2020

Governance and Societal Adaptation in Fragile States

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Buzzwords at play: gender, education, and political participation in Kenya

Cited by 16 publications

References 16 publications

Women in politics in Kenya: an analysis of participation and barriers

Women in politics in Kenya: an analysis of participation and barriers

The role of schools in providing educational opportunity: An integrative review

The Realities of Governance: Conflict and Context Across Africa

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