Abstract
This chapter draws from the experiences of the first author in strengthening children and youth rights in Kenya and the second author’s cross-nationally comparative work in children’s rights. Internationally it is estimated that out of the 67 million primary school-age children who remain out of school, 54% of them are girls, and that 74 million lower secondary school-age children are out of school (UNICEF 2014). To uphold, promote, and respect the rights of girls and boys, we must remain committed to enhancing equity in access to Universal Primary Education. This chapter examines the intersecting themes of feminism, policy, and practice in Kenya in reference to childhood. The authors analyze feminism in the context of childhood, legal, and policy frameworks in Kenya on education and their practice in promoting the rights of girls in Kenya to enhance equity and identity. The chapter will highlight both benefits of and barriers to education policies and share critical personal insights of the coauthors.
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Musomi, M., Swadener, B.B. (2017). Enhancing Feminism and Childhoods in Kenya Through Stronger Education Policy, Access, and Action. In: Smith, K., Alexander, K., Campbell, S. (eds) Feminism(s) in Early Childhood. Perspectives on Children and Young People, vol 4. Springer, Singapore. https://doi.org/10.1007/978-981-10-3057-4_7
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DOI: https://doi.org/10.1007/978-981-10-3057-4_7
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