Informal Learning and Literacy among Maasai Women highlights the importance and role of informal education in the emancipation and development of Maasai village women in Kenya. At present, knowledge and research on the impact of informal learning and literacy on community development is limited, and there is a gap between policy level discussions and women’s lived experiences. Using a postcolonial feminist framework, this book sets out to examine linkages between informal learning and literacy, human development and gender inequality.
Despite improvements in recent years, access to traditional education remains restricted for many women in rural communities across Kenya. Takayangi’s book is the first to introduce how Maasai village women utilise informal learning and literacy for collective empowerment as well as to sustain their own well-being and that of their families. It presents the perspectives of both local women and institutions and argues that women’s learning is most effective when located within their own socio-cultural and political discourses, and when their voices are listened to and heard.
This ethnographic research study is a valuable resource that will contribute to the knowledge of literacy from both theoretical and practical perspectives. It is an essential read for those studying or researching information education, development studies and gender, or education, as well as for teachers, community leaders and aid workers.
Table of Contents
Foreword - Anna Robinson-Pant
Introduction: Exploring the Notion of Informal Learning and Literacy from a Maasai Woman's Perspective
1. Postcolonial Feminist Theory
2. Women’s Informal Learning and Empowerment in the Context of Development
3. Using an Ethnographic Research Framework
4. Socio-Cultural Background of the Maasai in Kenya
5. Narratives and Process Observation of Village Women
6. Interview Analysis of Women’s Group Leaders and Bureaucrats
Taeko Takayanagi is a JSPS Research Fellow at Waseda University in Tokyo, Japan. She received her PhD in Education from the University of Sydney and her MA in Education from the University of Manchester.