Girls' Schooling Experience in Frankadua, Ghana: A Case Study

For the last three decades, girls education has been at the forefront of international development discourse on education. Despite all the available evidence that underscores the gains that accrue to society from women's education, gender disparities in education still persist. Using a critical feminist lens, my research project explores qualitatively the elements that pose as barriers to gender equality for girls in the formal schooling system of Frankadua. My research project seeks to understand the causes of gender inequality and to engage in and with the literature to identify strategies that may be effective in reducing or eliminating them. By examining factors such as spatial dimensions, culture, and institutions in general and curriculum development, school structure and classroom practices in particular, my research emphasizes the need for initiatives to move beyond measuring parity to adequately address the issue of gender equality in primary schools throughout Ghana.

Author dc:creator

• Rouhani, Leva

Advisor dc:contributor.advisor

• Derayeh, Minoo

• African studies

Statement dc:rights

• Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/10315/32163

OAI identifier oai:identifier

oai:yorkspace.library.yorku.ca:10315/32163