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The lives of Kenyan women teachers, ...

Richardson, Cheryl Renee.

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The lives of Kenyan women teachers, 1963--1992: Perspectives on the role and meaning of education and teaching.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The lives of Kenyan women teachers, 1963--1992: Perspectives on the role and meaning of education and teaching./
Author:	Richardson, Cheryl Renee.
Description:	257 p.
Notes:	Adviser: Karen Mundy.
Contained By:	Dissertation Abstracts International62-09A.
Subject:	Education, History of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3026892
ISBN:	0493383263

The lives of Kenyan women teachers, 1963--1992: Perspectives on the role and meaning of education and teaching.
Richardson, Cheryl Renee.

The lives of Kenyan women teachers, 1963--1992: Perspectives on the role and meaning of education and teaching. - 257 p.

Adviser: Karen Mundy.

Thesis (Ph.D.)--Stanford University, 2001.

Between 1963 and 1992, Kenya experienced social, economic, and political change. Meanwhile, acceptable pathways for formally educated women remained stagnant—culture, patriarchy, and the market dictated that women should teach. Because other opportunities existed for men in cities, many women teachers would be concentrated in urban areas. Perspectives of some of the women who were pushed into urban classrooms illuminate how social change influenced the personal value of teaching and the meaning of education. In this dissertation, women teachers' experiences provide a view of the meaning rapid social change and contribute to the task of understanding the role of education in one's life and the meaning of education as a form of work. The study fills a gap in our knowledge concerning the meaning of and connections between education, professional work, and gender in Kenyan women's lives.

ISBN: 0493383263Subjects--Topical Terms:

599244
Education, History of.

The lives of Kenyan women teachers, 1963--1992: Perspectives on the role and meaning of education and teaching.
LDR:03357nam 2200325 a 45 001 931251
005 20110429
008 110429s2001 eng d
020 $a 0493383263
035 $a (UnM)AAI3026892
035 $a AAI3026892
040 $a UnM $c UnM
100 1 $a Richardson, Cheryl Renee. $3 1254794
245 1 0 $a The lives of Kenyan women teachers, 1963--1992: Perspectives on the role and meaning of education and teaching.
300 $a 257 p.
500 $a Adviser: Karen Mundy.
500 $a Source: Dissertation Abstracts International, Volume: 62-09, Section: A, page: 2993.
502 $a Thesis (Ph.D.)--Stanford University, 2001.
520 $a Between 1963 and 1992, Kenya experienced social, economic, and political change. Meanwhile, acceptable pathways for formally educated women remained stagnant—culture, patriarchy, and the market dictated that women should teach. Because other opportunities existed for men in cities, many women teachers would be concentrated in urban areas. Perspectives of some of the women who were pushed into urban classrooms illuminate how social change influenced the personal value of teaching and the meaning of education. In this dissertation, women teachers' experiences provide a view of the meaning rapid social change and contribute to the task of understanding the role of education in one's life and the meaning of education as a form of work. The study fills a gap in our knowledge concerning the meaning of and connections between education, professional work, and gender in Kenyan women's lives.
520 $a Life histories of twenty-four women who taught in Nairobi secondary schools were analyzed as expressions of meaning embedded in shifting contexts. Seven stories highlighted the influences of social structures on teachers' lives and these women's unique capacities to mold social forces.
520 $a Women's narratives revealed that although ideas about women's place constrained women's career choices and spheres of influence, notions of formal education as a means to higher social status prompted the desire for high returns from educational credentials, expectations of influential careers, and the push for children's educational success. Each woman interpreted conceptions of education, roles in families, and professional and personal desires as she considered opportunities for enhancement. Each established a meaningful career in education by connecting classroom duties to changing definitions of social transformation and created opportunities for her own children to achieve higher social status. Each participant interpreted her life to earn satisfaction from her role as wife, mother, teacher, and educated being.
520 $a This study provides a window for seeing the personal use of education in class formation and the shifting meaning of teaching in changing society. It adds a textured understanding of the role of individual interpretation in creating meaning in a constrained space as it reveals the potential for significant improvements in society should those constraints be removed.
590 $a School code: 0212.
650 4 $a Education, History of. $3 599244
650 4 $a History, African. $3 1017555
650 4 $a Women's Studies. $3 1017481
690 $a 0331
690 $a 0453
690 $a 0520
710 2 0 $a Stanford University. $3 754827
773 0 $t Dissertation Abstracts International $g 62-09A.
790 $a 0212
790 1 0 $a Mundy, Karen, $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3026892