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THEMATIC STUDY OF GIRL CHILD EDUCATION: CASE STUDY ANALYSIS ON JULIET BARUNG’S “OVER MY DEAD BODY” AND “OSITA NWANEBE’S”

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 Format: MS WORD ::   Chapters: 1-5 ::   Pages: 50 ::   Attributes: analysis ::   4,052 people found this useful
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CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF STUDY

The term ‘girl-child’ refers to a female between the ages of 6-18 years (Mukhtar et al., 2011). The National Child Welfare Policy (1989) as cited by Ada (2001) defines the girl-child as a female below 14 years of age. Offorma (2009) defines it as a biological female offspring from birth to eighteen (18) years of age. This period is made up of infancy, childhood, early and late adolescence stages of development. The girl-child is seen as a young female person who would eventually grow into a woman and marry. The gender apartheid places the girl-child in a disadvantaged position, where her potentials are suppressed and self-actualization is not achieved. She therefore, becomes a victim of a pre-existing socio-cultural male chauvinism. Furthermore, on the account of gender, girl-children are subjected to all multiple forms of oppression, exploitation and discrimination.

        Girl-child education has then become a major issue of concern in most developing countries of the world today, especially in sub-Saharan Africa, where a large number of young girls do not attend school. According to UNICEF (2007), as cited by Grace (2010), the global figure for out-of-school children is estimated to be 121 million, out of which 65 million (approximately 53.8%) were girls and over 80 percent of these girls live in sub-Saharan Africa. Primary school completion rates in Africa have been the lowest in the world and this remains a concern as half of the world’s out-of-school children (OOSC) are concentrated in 15 countries, eight of which are in subSaharan Africa (Ibrahim, 2012). In sub-Saharan Africa, the number of girls out of school each year has risen from 20 million in 1990 to 24million in 2002 (Offorma, 2009).

        Also, according to Goodluck (2011), Nigeria has 9 million (37%) out-of-school children, which is more than 0ne-third of its primary school age children and this is the highest in Africa. Nigeria grapples with increasing number of out-of-school children annually. This trend varies from zone to zone. For instance, in South Eastern Nigeria, which is dominated by the people of Igbo ethnic group, there is however low boy-child enrolment in school as compared to girls. This is because the boy-children are sent for apprenticeship in trading which is the dominant occupation of the people. The opposite is the case in Northern Nigeria where there is low girl-child education as compared to boys. Nigeria is among the West African countries that have the highest number of girls that are out of school, and more than 75% of the 3.4 million children out of school are girls (UNICEF, 2007).

1.2 STATEMENT OF PROBLEM

Girl child education is one of the most discussed topics in Nigeria today. Most of the discussion is based on the fact that the female gender are not getting equal right in the society in terms of quality education; reason being that the female child will eventually get married and won’t contribute to the family. Secondly, there have been series of study on the girl child education but not even a single study has been carried on the thematic study of girl child education

1.3 AIM AND OBJECTIVES OF STUDY

The main aim of the research work is to carry out a thematic study on the girl child education. Other specific objectives of the study are:

  1. to examine the stand of the girl child in the Juliet Barung’s over my dead body and Osita nwanebe
  2. to determine the effect of the society and belief on the girl child education in Nigeria
  3. to uncover the strength of African womanhood in the Juliet Barung’s over my dead body
  4. to determine the extent to which women has been referenced in Juliet Barung’s over my dead body

1.4 RESEARCH QUESTIONS

The study came up with research questions so as to ascertain the above stated objectives of the study. The research questions for the study are:

  1. What is the stand of the girl child in the Juliet Barung’s over my dead body and Osita nwanebe?
  2. What is the effect of the society and belief on the girl child education in Nigeria?
  3. What is the strength of African womanhood in the Juliet Barung’s over my dead body?
  4. To what extent has women been referenced in Juliet Barung’s over my dead body?

1.5 SIGNIFICANCE OF STUDY

The study thematic study on the girl child education will be of immense benefit to the entire English and literary students in Nigeria in the sense that the study will introduce the book by Juliet Barung and Osita Nwanebe’s over my dead body. The study will service as a repository of information to ther researchers that desire to carry out similar research on the above topic. Finally the study will contribute to the body of existing literature and knowledge in this field of study and provide a basis for further research

1.6 SCOPE OF STUDY

The study thematic study on the girl child education will focus on the female folks in the Juliet Barung’s over my dead body. The study will cover on the speeches from parents and their female children in the book.

1.7 DEFINITION OF TERMS

Thematic:
having or relating to subjects or a particular subject.

Gender inequality: Gender inequality refers to unequal treatment or perceptions of the girl child in Juliet Barung’s “Over my dead bod” wholly or partly due to their gender.

Women empowerment: Women's empowerment is the process in which women expand and recreate what it is that they can be, do, and accomplish in a circumstance that they previously were denied


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Paper Information

Format:ms word
Chapter:1-5
Pages:50
Attribute:analysis
Price:₦3,000
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