Teaching and Learning Spaces in Kenya: An Analysis of the Experiences of Girl Children in Taita-Taveta County
Education is not only one of the main pillars in the millennium development goals (MDGs) and Kenya’s Vision 2030, but also a pillar upon which the other millennium goals stand. For instance, gender equality – another of the goals – is considered in education as a means to enabling equality between men and women. For this reason, equity in education takes the setting of an enabling environment for the effective teaching and learning for children as crucial. Indeed, the teaching and learning spaces within which children’s education takes place has a big role in determining whether and how their learning happens. Kenya has, since 2000, endeavoured to promote universal primary education that targets to accord equal opportunities for both the boy and the girl child with the ultimate aim of eliminating disparities that have hitherto existed between the two. This paper undertakes to capture the experiences of the girl child in their interaction with the teaching and learning spaces (home and school), in their venture of earning an education. In particular, a search into the experiences of the girl child is critical in gauging the quality and conduciveness of the environment in which their learning takes place. This is specifically, in an attempt to unveil what could either enhance, or, impede equal access to education for the girls. This paper particularly takes interest in rural areas, where emphasis on girl child education is known to be low. Using Taita-Taveta County as the case study, the paper employs the feminist research method approach to give an exposition to the experiences of the girl child as they go about the learning process.
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