Girls' Education and Sexual Regulation in Malawi

Autor/inn/en	Silver, Rachel; Morley, Alyssa
Titel	Girls' Education and Sexual Regulation in Malawi
Quelle	In: Gender and Education, 34 (2022) 4, S.429-445 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Silver, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2021.1989383
Schlagwörter	Sexuality; Females; Program Development; Intervention; Mothers; Nongovernmental Organizations; Educational Attainment; Gender Differences; Socioeconomic Influences; Dropouts; Foreign Countries; Ethnography; Health Education; Sex Education; Health Behavior; Teacher Attitudes; Parent Attitudes; Religious Education; Educational History; Sex Role; Student Attitudes; Elementary Secondary Education; Pregnancy; Christianity; Educational Strategies; Malawi + Suchen Sie Ihr Suchwort? Sexualität; Weibliches Geschlecht; Programmplanung; Mother; Mutter; Bildungsabschluss; Bildungsgut; Geschlechterkonflikt; Sozioökonomischer Faktor; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Ethnografie; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Health behaviour; Gesundheitsverhalten; Lehrerverhalten; Elternverhalten; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; History of education; Bildungsgeschichte; Geschlechterrolle; Schülerverhalten; Schwangerschaft; Christentum; Lehrstrategie
Abstract	Sexual regulation has been a core component of formal schooling in Southern Africa since its inception, with discipline central to teachers' work. Yet internationally funded, girl-focused development programs give new shape and legitimacy to teacher interventions on student sexuality. Building on a combined two years of multi-sited ethnographic research in Zomba, Malawi, we show how teachers and mother groups used NGO-sponsored activities to surveil and regulate girls. We argue that, as they implemented projects, school-based actors mediated between transnational logics about the power of girls' education and deeply historic understandings of schooling and girlhood. Teacher and mother group members remade programmatic components in ways that intensified discipline for some girls and ignored others. We theorize this differentiation as a pragmatic response to local socio-economic constraints and argue that, as a result, techno-rational programs designed to keep girls in school may instead push some out. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01