Gendered Constructions of Citizenship: Young Kenyans' Negotiations of Rights Discourses

Autor/inn/en	Arnot, Madeleine; Chege, Fatuma N.; Wawire, Violet
Titel	Gendered Constructions of Citizenship: Young Kenyans' Negotiations of Rights Discourses
Quelle	In: Comparative Education, 48 (2012) 1, S.87-102 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2011.637765
Schlagwörter	Siblings; Nationalism; Citizenship; Citizenship Education; Young Adults; Community Change; Civil Rights; Gender Differences; Educational Attainment; Poverty; Urban Areas; Political Influences; Interviews; Self Concept; Government Role; Secondary Education; Adolescents; Voting; Freedom; Kenya + Suchen Sie Ihr Suchwort? Sibling; Geschwister; Nationalismus; Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Young adult; Junger Erwachsener; Bürgerrechte; Grundrechte; Zivilrecht; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Armut; Urban area; Stadtregion; Political influence; Politischer Einfluss; Interviewing; Interviewtechnik; Selbstkonzept; Sekundarbereich; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Abstimmung; Freiheit; Kenia
Abstract	This paper contributes to the study of citizenship by interrogating how young people in Nairobi (Chege and Arnot 2012) perceive their rights of citizenship. It builds on previous analyses of the connections between gender, education and poverty's poor urban settlements by focusing on the political dimensions of the young people's lives. The findings are based on in-depth interviews with 24 young men and women (mainly siblings aged 16-25) from 18 urban households which explored how they define their national identity and citizenship rights and their expectations of the Kenyan government. All youth felt a connection with the Kenyan nation and actively engaged with rights discourses, but secondary schooled youth demonstrated a noticeably more reflexive and challenging approach to the norms and responsibilities of citizenship. Young men focused on the public sphere, emphasising voting rights, political corruption and their role in leading community change, whilst secondary educated young women recognised the importance of "freedoms" associated with national membership, their rights to choose within cultural traditions and the need to support their families. Gender is shown to play an important role in framing their understanding of themselves as citizens. (Contains 1 figure and 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10