Marshall, Lydia (2015) Why do children go to school : a case study of primary education in Hawassa, Ethiopia. PhD thesis, University of Warwick.

Preview

PDF WRAP_Thesis_Marshall_2015.pdf - Requires a PDF viewer. Download (3669Kb) | Preview

Request Changes to record.

Abstract

This thesis contributes to an understanding of why children in urban Ethiopia and elsewhere go to school by accounting for children in one Ethiopian city’s own explanations of! their educational participation, and examining the factors shaping these understandings.

The findings demonstrate that, for children in this context, education was both an indicator of a ‘good’ childhood, and the route to social adulthood. Children in Hawassa wanted to go to school in order to become good workers, good people and good national! citizens. Their motivations for going to school often overlapped with dominant arguments for the expansion of education, but went beyond the narrow economic instrumentalism of the human capital approach and challenged the neoliberal individualism that has underpinned much work on human capabilities. The thesis therefore asserts the important contribution that children can make to debates about the purposes of education. However, it also demonstrates that children’s explanations of their schooling were constrained!by!the!discourses!and!understandings!available!to!them.!It!argues that children had largely internalised a deficit model of childhood and education that inhibited the expansion of their critical capabilities

In demonstrating the constraints upon children’s understandings, the thesis also demonstrates that educational participation in Hawassa was not solely the outcome of children’s rational evaluation of the costs and benefits associated with going to school. However, it does not instead present attendance as resulting from compulsion or normativity. Rather, it argues that going to school was an act of agency that arose from children’s ultimate human concerns, and was constrained and enabled by external ‘generative mechanisms’(Bhaskar 1978). These mechanisms included discourses about the morality and power of education, economic structures rendering school attendance necessary for the achievement of desired indicators of adulthood, and government strategies seeking to minimise civil conflict and dissent.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education
Library of Congress Subject Headings (LCSH):	Education, Primary -- Hawassa -- Ethiopia, Education -- Ethiopia, Child development -- Ethiopia, Children -- Social conditions, Early childhood education -- Political aspects, Early childhood education -- Hawassa -- Ethiopia, Early childhood education -- Social aspects -- Hawassa -- Ethiopia.
Official Date:	June 2015
Dates:	Date Event June 2015 Submitted
Institution:	University of Warwick
Theses Department:	Department of Sociology
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Carpenter, Mick ; Mizen, Phil
Sponsors:	Economic and Social Research Council (Great Britain)
Extent:	346 leaves : illustations
Language:	eng

Request changes or add full text files to a record

Repository staff actions (login required)

View Item

Downloads