Human Rights Education Through a Gendered Lens

• In Event: Exploring gender in peace and human rights education

Proposal

The most recent Government of Kenya CEDAW report (2016) outlines efforts to reinforce legal structures geared toward the prevention of discrimination against women. Yet, like many societies, a pathway to education is blocked for girls. Statistics indicate that 83% of girls are enrolled in primary school and 48% of girls are enrolled in secondary school in Kenya (UNICEF, 2015). For those who can access an education, overt and covert forms of discrimination against girls is a reality in schools where rights ought to be protected (Chege & Sifuna, 2006; Evaline, 2013; Warrington & Kiragu, 2012). Therefore, it is essential to examine strategies within formal education directed at interrupting gender injustice. This case study utilizes a mixed methods research design to examine how one all girls’ secondary boarding school addresses various forms of violence (direct, structural, cultural) faced by girls and women in Kenya.

A gendered lens is applied to human rights education (HRE) to explore how educational programming can utilize these frameworks to mitigate gender injustice. The discourse within international development on issues of women generally revolves around narratives that either position women as victims in need of saving (i.e. the White Savior complex) or in need of empowerment through enhanced economic or educational opportunities (Cronin-Furman et al., 2017). Therefore, this research draws on localized concepts of empowerment and employs contextualized human rights frameworks (Cornwall & Rivas, 2015). Human rights education that is transformational (Bajaj, 2012; Tibbitts, 2002) and thus inspires learners to a call to action (Flowers, 2004) informs the theoretical framework for this research.

The setting for this research is at the Daraja Academy, a secondary all girls’ school in Kenya. Operating as a non-profit, this scholarship-based school seeks to advance educational opportunities for girls who demonstrate high academic performance and leadership capacity, but lack the means to continue their education. The mission of the Daraja Academy is to “educate and empower girls from poverty to become community leaders” (Administrator, 2018). Data collection includes field notes from four one-week site visits (February 2015, January & July 2016, March 2018), a comparative survey conducted in 2018 for students (n=117) and teachers/administrators (n=17), in-person student focus groups conducted in 2016 (n=20), individual interviews with administrators and teachers conducted in person and via WhatsApp from 2016-2018 (n=13), an extensive document analysis and review of social media content.

The survey instrument selected for this research was initially designed by Stephanie Knox Cubbon to develop indicators to examine a culture of peace within an institution (Knox Cubbon, 2010). The conceptual framework for the survey draws on three models used in peace education. The models include: 1) the UN Declaration and Programme of Action on a Culture of Peace (A/RES/53/243, 1999), 2) the “flower model” that integrates education for sustainable development, 3) the Integral Model of Peace Education that posits that peace is expressed through one’s “relationship to the self, to others, and to Nature” (Brenes-Castro, 2004, p. 83).

In collaboration with the administration, the survey was administered in March 2018 (Transition, Form 2, 3, and 4) and May 2018 (Form 1) using the Qualtrics online platform. All enrolled students were invited to participate in this voluntary study. All courses at Daraja Academy are offered in English; therefore, the survey was administered in English. Teachers and administrators were invited to complete the voluntary survey using an anonymous link via e-mail.

Responses to the survey questions were analyzed using Stata with open ended questions coded to identify common themes. The data is reported using a Likert Scale ranging from 1 to 5 for each of the responses (Strongly Agree = 5 and “Strongly Disagree” = 1). All negatively worded questions were reverse coded. Descriptive statistics were calculated for the mean, standard deviation, minimum and maximum scores, and mode. Questions within each theme were combined to calculate a composite score. Next, a Cronbach’s alpha statistical analysis was conducted to measure the internal consistency of the items listed in the categories (Orcher, 2007). Mean scores for student responses were compared with teacher/administration responses. Qualitative data collected was transcribed and entered into NVIVO QSR International to identify themes that were then triangulated with the quantitative results. All research was conducted with IRB approval through the University of San Francisco and results shared back to the Daraja Academy leadership.

Findings suggest that the Daraja model aligns with the transformative HRE approach (Bajaj, 2011, 2017; Tibbitts, 2005; Zembylas, 2011). Survey results indicate that students are learning about their rights (Student: M = 4.53, SD = 0.69) (Teacher/Admin: M = 4.59, SD = 0.49) which are valued at the school (Student: M = 4.47, SD = 0.79). Participants recognized the need for continued advocacy for the girl-child, but also demonstrated they felt well equipped to challenge gendered oppressive norms and structural power dynamics (Student M = 4.15, SD = 1.22) (Teachers/Admin: M = 4.5, SD = 0.5). Many felt they could act as role models to others (student focus groups, 2016) and indicated that they have applied skills to promote gender equality in their home communities (Student: M = 4.16, SD = 1). Participants specifically pointed to the knowledge and skills learned from the Women of Integrity Strength, and Hope (W.I.S.H.) life-skills program, leadership opportunities, and advocacy efforts to advance the rights of girls.

A gendered lens positions these findings as an example of transformative HRE (Tibbitts, 2002) that activates the critical consciousness (Freire, 1974) of students to question power dynamics and dismantle inequalities through agency, advocacy, and action. Gender transformative programming moves beyond gender responsive and gender-sensitive actions to re-conceptualize how power is distributed to enable women to participate equally in societies (UN Women). In conclusion, findings indicate that the Daraja Academy offers a unique blend of interventions that can be considered gender transformative human rights education (GT-HRE). Furthermore, this empirical evidence raises the voices of the students who embody the lessons of GT-HRE and provides a nuanced perspective to share the realities students face when returning to their home communities.

Author

• Katie Zanoni, University of San Francisco