ISBN:
9782869785748
Language:
English
Pages:
1 online resource (238 pages)
Parallel Title:
Erscheint auch als
DDC:
371.82209669
Keywords:
Women
;
Power (Social sciences)
;
Women -- Religious life
;
Power -- Reiigious aspects
;
Women -- Education
;
Power ; Reiigious aspects
;
Power (Social sciences)
;
Women ; Education
;
Women ; Religious life
;
Women
;
Electronic books
;
Electronic books
;
Electronic books
;
Online-Publikation
Abstract:
Education is an important tool for the development of human potential. Organizations and individuals interested in development consider knowledge, skills and attitudes, obtained through formal, non-formal and incidental learning, as invaluable assets. Therefore, it is necessary to reflect on fundamental elements that shape the process through which education is attained: How do people learn, and what are the conditions that facilitate effective learning? Answers to these questions demonstrate that no education can be politically neutral, because there is no value-free education. The traditional or indigenous education systems in Nigeria, which covered (and still cover) physical training, development of character, respect for elders and peers, development of intellectual skills, specific vocational trainings, developing a sense of belonging and participation in community affairs, and understanding, appreciating and promoting the cultural heritage of the community were, and are, not value-free. In other words, the goals and purpose of education, the content, the entire process and the procedures chosen for evaluation in education are all value-laden. This book attempts to show that the teaching-learning process in higher education, and religion, taught and learned through non-formal and informal education (or the hidden curriculum), and other socialization processes within and outside the formal school system, all interface to determine the persons that women become. This education enhances or limits womenís capabilities, whether in the civic-political sphere or in their attempts to resist violence. Hence, education and religion have ways of empowering or disempowering women.
Abstract:
Cover -- Title page -- Copyright page -- Dedication -- Contents -- List of Abbreviations -- List of Tables -- List of Boxes -- Acknowledgements -- Preface -- Introduction -- 1. The Methodology -- Theoretical Framework -- Research Method -- The Respondents -- Identification of Participants in the Research and Analyses of Data -- Note -- 2. Women's Civic-Political Participation Towards an Equitable and Humane Democratic Order -- Participation as Voters -- Active Support for Female Candidates in Elections -- Women as Candidates in Elections and Appointed Leaders -- Would Women Vote for a Woman who is Contesting for Governorship/ Presidency or Head of a Group with Female and Male Members? -- Literate Men and Women's Participation in Politics -- Discussions -- Religious Leaders on Women's Civic-Political Leadership -- Notes -- 3. The Subordinate Role of Women in the Private and Public Spheres -- The Roles of Women in the Private Sphere -- Summary and Discussions -- The Roles of Women in the Public Sphere -- Summary and Discussions -- Factors that Influence Women and Men's Views of the Roles of Women in the Private and Public Spheres of Life -- Religious Leaders on Roles of Women in the Private and Public Spheres of Life -- 4. Who am I? Prescribing Women's Identities -- Self-Definition -- Women are Similar to Men -- Women are Different from Men -- How Men See Women -- Women and Feelings of Inferiority -- 5. The Violence of Power: Power Relations and Women's Experience of Violence -- Women's Personal Experience of Violence, and or Knowledge of Others' Experience of Violence -- The Reaction of Victims of Violence to their Experience -- Reactions of Others to Victims' Experience -- Advice on Violence -- What Possibilities/Potentials Does this Advice Have for Improving Women's Social Status? -- Literate Men's Capacity to Exhibit Violence.
Note:
Description based on publisher supplied metadata and other sources
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