The social landscape of education and work in rural sub-Saharan Africa.

Crossouard, Barbara; Dunne, Michael; Szyp, Carolina

doi:10.1079/9781789245011.0007

Cited by 4 publications

(4 citation statements)

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“…This is defined as meaning they are working within the household or on their 'own account'. This 'own account' work is highly gendered, as girls face higher expectations than boys that they fulfil domestic chores and work on the household farm alongside their schooling (Bourdillon et al 2015;Crossouard, Dunne and Szyp 2021). In addition, boys generally have greater and more lucrative employment opportunities than girls (Abebe 2011;Okyere 2013), who turn to 'hawking' and 'hustling', which may include sex work (Dunne and Ananga 2013).…”

Section: Moving Forwardmentioning

confidence: 99%

Education and Work: Children’s Lives in Rural Sub-Saharan Africa

Dunne¹,

Humphreys²,

Szyp³

2023

Children’s Work in African Agriculture

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The aim of the programme is to build evidence on:• the forms, drivers, and experiences of children 's harmful work in African agriculture; and • interventions that are effective in preventing harm that arises in the course of children's work. It is currently assumed that the majority of children's work in Africa is within the agricultural sector. However, the evidence base is very poor in regard to: the prevalence of children's harmful work in African agriculture; the distribution of children's harmful work across different agricultural value chains, farming systems and agro-ecologies; the effects of different types of value chains and models of value chain coordination on the prevalence of harmful children's work; and the efficacy of different interventions to address harmful children's work.

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Section: Moving Forwardmentioning

confidence: 99%

Education and Work: Children’s Lives in Rural Sub-Saharan Africa

Dunne¹,

Humphreys²,

Szyp³

2023

Children’s Work in African Agriculture

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“…Further, education, family and other social relationships are forms of social capital that influence the opportunities young people perceive and are able to take advantage of in their environments (IFAD 2019;. In sum, gender, age, education, social relations, and the norms and expectations associated with these markers of social experience and difference influence young people's perception and experience of opportunity in farming (Crossouard et. al.…”

Section: Diversity Among Young Farmersmentioning

confidence: 99%

A Typology of Young Cocoa Farmers: Attitudes, Motivations and Aspirations

et al. 2022

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This paper presents a typology to highlight and describe the variation in attitudes among young farmers in rural Ghana, a group that has been treated in policy discourses and in development practice as largely homogenous. It further identifies motivations and aspirations associated with each type. A cluster analysis of survey data from 120 respondents yielded two types of young farmers: 'positive' and 'resigned'. The likelihood of being in either category was found to be related to marital status, location, and whether one had a secondary occupation. Further, the 'positive' group was more likely to report being influenced by adult role models and more likely to aspire to stay in farming. Our findings underscore the relevance of socio-economic and ecological environment on young people's attitudes to and decisions regarding farming and, consequently, on the outcome of policy and programmatic interventions meant to increase their participation in agriculture. KeywordsRural development • Agriculture • Youth • Youth employment • Farmer typology • Ghana Résumé Cet article présente une typologie qui vise à mettre en évidence et à décrire les variations en termes d'attitudes chez les jeunes agriculteurs dans les zones rurales du Ghana, qui ont été considérés-dans les discours politiques comme dans la pratique des programmes de développement-comme un groupe globalement homogène. En outre, l'article identifie les motivations et les aspirations associées à chaque type. Une analyse par grappes des données d'enquête auprès de 120 participants a révélé deux types de jeunes agriculteurs: les « positifs» et les « résignés». La probabilité d'appartenir à l'une ou l'autre de ces catégories était liée à l'état matrimonial, à l'emplacement et à l'activité secondaire. De plus, le groupe des « positifs» était plus * Nana Akua Anyidoho

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“…However, some of its premises are of dubious relevance in our research contexts, notably its assumptions that schooling and work are two distinct phases, and that it is possible therefore to calculate the ‘rates of return’ from education. This logic misrecognises how many young people in the Global South work from an early age, to support themselves, their families and their own schooling (Crossouard and Dunne, 2021; Crossouard et al, 2021; Dunne and Ananga, 2013; Okyere, 2012) and indeed are often required to do physical labour at school (Humphreys et al, 2015). The macro-economic focus of human capital theory and its uncritical framing of education as a closed ‘black box’ system (Resnik, 2006) cannot attend to the complex social dynamics of education, including their contributions to the reproduction of social inequalities (Bourdieu, 1984) and patriarchal gender relations (Crossouard and Dunne, 2021; Dunne, 2008; Dunne, et al, 2006).…”

Section: Rural Youth Education and Work In Sub-saharan Africamentioning

confidence: 99%

Rural youth in southern Nigeria: Fractured lives and ambitious futures

Crossouard¹,

Dunne

Szyp

et al. 2021

Journal of Sociology

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This article draws on recent research (2017–20) into the livelihoods and imagined futures of rural youth in four communities in southern Nigeria. The research involved observations, sex-segregated focus group discussions and individual interviews. Taking up insights from sociologists of education and work, our analysis shows how rural youth simultaneously navigated schooling, farming, low-paid vocational work and family obligations in ways that were highly gendered. We show the gulf between youth’s daily lives and their imagined futures, and how their desires for better lives, whether through ‘white-collar’ work or expanded farming activities, often involved moving to more ‘civilised’ or ‘developed’ contexts. Commitment to family nevertheless ran through youth’s narratives, in ways that reflected a deeply gendered, sexual economy. We conclude by highlighting the relevance of a connected sociology that embraces postcolonial and feminist scholarship to advance future studies of rural youth, gender and work in the Global South.

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The social landscape of education and work in rural sub-Saharan Africa.

Cited by 4 publications

References 0 publications

Education and Work: Children’s Lives in Rural Sub-Saharan Africa

Education and Work: Children’s Lives in Rural Sub-Saharan Africa

A Typology of Young Cocoa Farmers: Attitudes, Motivations and Aspirations

Rural youth in southern Nigeria: Fractured lives and ambitious futures

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