WELCOME TO KENTERPRO:
FEMINISM AS A PANACEA TOWARDS GIRL CHILDREN EDUCATION IN MANGU LGA; A CASE STUDY OF MARIAMA BA'S SO LONG A LETTER

 CHAPTER ONE

INTRODUCTION

1.1.  BACKGROUND TO THE STUDY

The education of girls in Nigeria has been a major issue, with girls facing various challenges in accessing education. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), Nigeria has one of the highest rates of out-of-school children in the world, with over 10 million children out of school, the majority of whom are girls (UNESCO, 2021). This issue has been of concern to policymakers, educators, and scholars, as education is essential for the development of individuals and the nation as a whole. Girl child education in Nigeria has been a persistent problem for many years. Despite the government’s efforts to promote education for all, many girls still face significant challenges in accessing education. One major reason for this is poverty, which affects many families in Nigeria, particularly in rural areas. Poor families often cannot afford to send their children to school, and girls are more likely to be kept at home to help with household chores or to be married off early.

There are various factors that contribute to the low enrollment and high dropout rates of girls in Nigeria. Poverty is one of the major factors, as many families cannot afford to pay for the education of their children, especially girls, who are often considered less valuable than boys in some cultures (Muhammad, 2019). This often results in parents prioritizing the education of their sons over their daughters. Gender discrimination is another factor that contributes to the low enrollment of girls in schools. Girls are often denied the same opportunities as boys, and they may face discrimination and harassment from male students and teachers. This can result in girls feeling uncomfortable and unsafe in school, which may lead to their dropping out.

Cultural and religious beliefs also play a role in limiting girls’ access to education. Some cultures in Nigeria believe that girls should not be educated, and this has led to girls being denied the opportunity to go to school. In some parts of the country, early marriage is still common, and girls are often taken out of school to be married off to older men. This not only ends their education but also puts them at risk of other health problems, such as early childbirth and domestic violence. Gender discrimination is another significant factor that limits girls’ access to education. Girls are often seen as inferior to boys and are not given the same opportunities as boys. According to Adeniran (2017) this discrimination is reflected in the lack of resources allocated to girls’ education, including funding, facilities, and trained teachers. Girls may also face harassment and abuse in and around schools, which makes it difficult for them to concentrate on their studies and often leads to them dropping out of school.

All these factors contribute to the high rates of out-of-school children in Nigeria, with over 10 million children currently out of school. The majority of these children are girls, who face numerous obstacles to accessing education. This situation not only limits the potential of individual girls but also has wider implications for the development of Nigeria as a whole. Education is key to breaking the cycle of poverty, improving health outcomes, and promoting economic growth. Therefore, addressing the issue of girl child education in Nigeria is crucial for the country’s future development.

            Feminism is a social, political, and cultural movement that advocates for the rights, opportunities, and empowerment of women and girls. One of the central goals of feminism is to promote gender equality, which includes equal access to education. Feminism recognizes that girls face numerous challenges in accessing education due to cultural and social norms that prioritize the education of boys over girls. Muhammad (2019) feminist activism and advocacy have been recognized as powerful tools for promoting girl child education. Feminists challenge the traditional gender roles and stereotypes that limit girls’ access to education, and they work to create policies and programs that support girls’ education. Feminist organizations and activists have been instrumental in advocating for girls’ education and promoting awareness of the importance of educating girls. Feminism also emphasizes the importance of empowering girls and women to take control of their own lives, including their education. Feminist movements seek to give girls and women the tools and resources they need to achieve their full potential, including access to education. Feminism recognizes that education is not only a fundamental right but also a critical tool for advancing social, economic, and political equality for girls and women.

By advocating for the rights and empowerment of girls and women, feminism has played a significant role in promoting girl child education. Feminist organizations and activists have worked tirelessly to create opportunities for girls to access education, such as through scholarships, mentorship programs, and awareness campaigns (Adams, 2019). Feminism has also been crucial in challenging the social norms and stereotypes that limit girls’ opportunities for education, paving the way for more girls to receive an education and achieve their full potential.

Mariama Ba’s novel, So Long A Letter, is a powerful work of feminist literature that highlights the challenges faced by women and girls in Africa, including the struggle for access to education. The novel centers around the story of Ramatoulaye, a widow and mother of twelve children who must navigate the complexities of a patriarchal society while raising her family and educating her daughter. Throughout the novel, Ba explores the ways in which gender inequality and discrimination limit women’s opportunities, including their access to education. Ramatoulaye herself faces numerous challenges as she tries to ensure that her daughter receives an education, including financial constraints, cultural expectations, and societal norms that prioritize the education of boys over girls. The novel also touches on the larger issue of systemic discrimination against women in education, including the lack of resources and support for girls’ education and the societal pressures that discourage girls from pursuing academic and intellectual interests (Alexander, 2019). Through Ramatoulaye’s experiences and struggles, Ba highlights the need for greater awareness of and action to address these issues, emphasizing the importance of education in empowering women and girls to overcome these barriers.

So Long A Letter is a seminal work of African feminist literature that has been recognized for its powerful portrayal of the challenges faced by women and girls in Africa. Through its exploration of the struggle for access to education and the broader fight for gender equality, the novel has inspired generations of feminist scholars, activists, and advocates to continue working towards a more just and equitable world. This study seeks to examine how feminism, as portrayed in Mariama Ba’s So Long A Letter, can serve as a panacea towards promoting girl child education in Mangu LGA, a local government area in Plateau State, Nigeria.

1.2. STATEMENT OF THE PROBLEM

The problem being addressed in this study is the lack of access to education for girl child in Mangu Local Government Area (LGA) and how feminism, as exemplified by Mariama Ba’s So Long A Letter, can be a solution to this problem. In Mangu LGA, as in many parts of Nigeria and Africa, girls face numerous challenges in accessing education, including poverty, cultural and religious beliefs, and gender discrimination. Despite efforts to promote girls’ education, many girls in Mangu LGA still do not have access to quality education. The problem is compounded by the lack of awareness of the importance of educating girls, which perpetuates traditional gender roles and stereotypes that limit girls’ opportunities for education.

Feminism has been recognized as a potent tool for promoting gender equality, including equal access to education. Through its emphasis on the rights and empowerment of women and girls, feminism seeks to challenge traditional gender roles and stereotypes that limit girls’ opportunities for education and other aspects of life. The study will explore how the ideas presented in Mariama Ba’s So Long A Letter can be used to promote feminism and thereby, facilitate the education of girl child in Mangu LGA.

The problem of girls’ education in Mangu LGA is a pressing issue that affects the future of the community. Without access to education, girls are limited in their ability to contribute meaningfully to society, perpetuating a cycle of poverty and underdevelopment. By exploring the role of feminism in promoting girls’ education, this study aims to contribute to ongoing efforts to create a more equitable and just society for all.

1.3 PURPOSE OF THE STUDY

            The main purpose of this study is to explore feminism as a panacea towards girl child education in Mangu LGA; a case study of Mariama Ba’s So Long A Letter. The specific objectives of the study are to:

1. Examine the current challenges faced by girl child in accessing education in Mangu LGA.
2. Determine how feminist ideas and principles can be applied to promote girls’ education in Mangu LGA.
3. Find out the extent which the ideas presented in Mariama Ba’s So Long A Letter can be used to promote feminism and facilitate the education of girl child in Mangu LGA.
4. Discuss strategies that can be developed and implemented to promote girls’ education in Mangu LGA, based on the insights gained from the study.

1.4. RESEARCH QUESTIONS

The study will be guided by the following research questions:

1. What are the current challenges faced by girl child in accessing education in Mangu LGA?
2. How can feminist ideas and principles be applied to promote girls’ education in Mangu LGA?

• To what extent can the ideas presented in Mariama Ba’s So Long A Letter be used to promote feminism and facilitate the education of girl child in Mangu LGA?

1. What strategies can be developed and implemented to promote girls’ education in Mangu LGA, based on the insights gained from the study?

1.5. SIGNIFICANCE OF THE STUDY

The following stakeholders will benefit from the outcome of this work: girl-child, teachers, curriculum planners and future researchers.

The findings of this study will be significant in several ways. First, the study will provide insights into the various challenges that limit girls’ access to education in Mangu LGA, including poverty, cultural and religious beliefs, and gender discrimination. By understanding the root causes of these challenges, policymakers and educators can develop targeted interventions to address them.

Secondly, the study will explore how feminist ideas and principles can be applied to promote girls’ education in Mangu LGA. By examining the insights presented in Mariama Ba’s So Long A Letter, the study will demonstrate how feminist principles such as gender equality, empowerment, and agency can be used to promote girls’ education and create a more just and equitable society.

Thirdly, the study will provide practical recommendations for promoting girls’ education in Mangu LGA based on the insights gained from the research. The recommendations will be relevant to policymakers, educators, and community members and will provide actionable strategies for addressing the challenges faced by girls in accessing education in Mangu LGA.

Finally, the study will contribute to the existing body of knowledge on feminism and girls’ education, filling a gap in the literature on how feminist ideas and principles can be applied to promote girls’ education in a specific context. The findings of this study will be relevant to researchers and scholars interested in exploring the intersection of feminism and education in Africa.

1.6. SCOPE OF THE STUDY

The scope of this study is limited to Mangu Local Government Area (LGA) in Plateau State, Nigeria, and focuses on the use of feminist ideas and principles, as exemplified by Mariama Ba’s So Long A Letter, to promote girls’ education in the area. The study will examine the challenges faced by girl child in accessing education in Mangu LGA, and explore how feminist ideas and principles can be applied to address these challenges. Specifically, the study will focus on the following aspects: An examination of the current challenges faced by girl child in accessing education in Mangu LGA, including poverty, cultural and religious beliefs, gender discrimination, and inadequate infrastructure. An exploration of feminist ideas and principles, including gender equality, empowerment, and agency, and how they can be applied to promote girls’ education in Mangu LGA. An analysis of Mariama Ba’s So Long A Letter and how the ideas presented in the novel can be used to promote feminism and facilitate the education of girl child in Mangu LGA. The development of practical recommendations for promoting girls’ education in Mangu LGA based on the insights gained from the study.

1.7 OPERATIONAL DEFINITIONS OF TERMS

            The following terms are operationally defined as they are used in the course of the research work:

Feminism: The belief in and advocacy of gender equality, and the movement towards the social, political, and economic rights of women and girls.

Panacea: A solution or remedy for all problems.

Girl Child: A young female child, typically under the age of 18.

Education: The process of acquiring knowledge, skills, values, and attitudes through various forms of learning.

So Long A Letter: A novel by Mariama Ba, published in 1981, which explores themes of feminism, tradition, and social change in Senegal. It is a story of a woman’s struggle to raise her children and educate her daughter in a patriarchal society.

Gender Equality: The belief in and advocacy of equal rights, opportunities, and treatment for all genders, without discrimination based on sex or gender identity.

Empowerment: The process of enabling individuals or groups to gain control over their own lives and make their own decisions, with a sense of confidence and autonomy.

Poverty: A state of lack of sufficient material possessions or money to meet basic needs.

Cultural and Religious Beliefs: Ideas, customs, and practices that are widely held and valued in a particular culture or religion.

Gender Discrimination: Discrimination based on gender, particularly the unfair treatment of individuals or groups on the basis of their sex or gender identity.

1.8 THEORETICAL/CONCEPTUAL FRAMEWORK

Feminism as a theory is a theoretical framework that can be used to analyze gender inequalities and oppression in society. It argues that gender is a social construct that is created and reinforced by social, cultural, and political structures, and that these structures contribute to the marginalization of women and girls. Feminism as theory highlights the importance of gender equality and the empowerment of women as key factors for the development of society.

In the case of the study on “Feminism as a Panacea Towards Girl child Education in Mangu LGA; A Case Study of Mariama Ba’s So Long A Letter,” the use of Feminism as a theoretical framework can provide a comprehensive understanding of the historical and cultural factors that have led to the marginalization of girls’ education in Mangu LGA. The study can draw on this theory to analyze how gender inequalities and oppression are created and sustained in the context of the region’s social, cultural, and political structures. Feminism can also help to identify the different ways in which gender intersects with other forms of oppression such as class, race, and ethnicity, and how these intersections contribute to the marginalization of girls’ education in Mangu LGA. By examining the role of these structures in perpetuating gender inequalities and oppression, the study can provide insight into the ways in which feminist activism and advocacy can be used to address these issues and promote gender equality and empowerment in the region.

The use of Feminism as a theoretical framework can provide a robust and nuanced analysis of the complex factors that contribute to the marginalization of girls’ education in Mangu LGA, and how feminist activism can be used as a panacea to address these issues.