Inequality, Capabilities and Poverty in Four African Countries: Girls' Voice, Schooling, and Strategies for Institutional Change

Autor/in	Unterhalter, Elaine
Titel	Inequality, Capabilities and Poverty in Four African Countries: Girls' Voice, Schooling, and Strategies for Institutional Change
Quelle	In: Cambridge Journal of Education, 42 (2012) 3, S.307-325 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2012.706253
Schlagwörter	Poverty; Student Evaluation; Pregnancy; Educational Change; Foreign Countries; Females; Student Attitudes; Gender Differences; Salaries; Marriage; Early Parenthood; Correlation; Travel; Teacher Role; Equal Education; Educational Facilities; Academic Aspiration; Organizational Change; Surveys; Kenya; Nigeria; South Africa; Tanzania + Suchen Sie Ihr Suchwort? Armut; Schulnote; Studentische Bewertung; Schwangerschaft; Bildungsreform; Ausland; Weibliches Geschlecht; Schülerverhalten; Geschlechterkonflikt; Entlohnung; Gehalt; Ehe; Korrelation; Travelling; Reisen; Reise; Lehrerrolle; Bildungsstätte; Organisationswandel; Survey; Umfrage; Befragung; Kenia; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Tansania
Abstract	Children's adaptive preference and capabilities are considered in relation to literature on children's voice, agency and adult adaptation. Data collected for projects on gender and schooling in South Africa, Kenya, Tanzania and Nigeria are analysed to show how adaptation and distinctions between absolute and relative poverty are helpful in interpreting why children in some locations identify particular obstacles and solutions while others are silent on these. Children comment on constraints on capabilities differently in areas of relative and absolute inequality. School conditions, earnings, and the implementation of legal frameworks on early marriage and pregnancy highlight forms of structural and relational coercion that constrain capabilities. The findings suggest a relationship between relative inequality and children's capability to aspire and consider change. This points to the significance of improving learning materials, opportunities for travel and exchange, and teacher confidence and support in schools that serve the poorest children. (Contains 8 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10