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‘The more educated the better?’ Educational achievement and women’s voices during deliberation in the Ugandan parliament; [‘Plus l'éducation est élevée mieux c'est?’ La réussite scolaire et la voix des femmes dans les délibérations dans le parlement ougandais]
Exploring ethical issues embedded in the call for indigenisation of social work education in Nigeria
Exploring ethical issues embedded in the call for indigenisation of social work education in Nigeria
by Patricia U. Agbawodikeizu
Keep Reading‘The more educated the better?’ Educational achievement and women’s voices during deliberation in the Ugandan parliament; [‘Plus l'éducation est élevée mieux c'est?’ La réussite scolaire et la voix des femmes dans les délibérations dans le parlement ougandais]
by Joyce Endeley
For years, women’s access to and consumption of quality education has been the outcry of the feminist movement and modern-day development initiatives like the Millennium Development Goals and the Sustainable Development Goals. Even with progress such as the introduction of free elementary and secondary education, the gender gap nevertheless widens at higher levels of education (tertiary levels). This is evident in Uganda where men tend to achieve higher levels of educational qualifications than women. This study, therefore, aims at establishing the extent to which women’s educational achievement influences their voices during parliamentary deliberations. By employing a qualitative phenomenological and retrospective research design, women’s voices in two bills are analysed. Additionally, one-on-one interviews were carried out with long-serving Ugandan parliamentarians to identify their opinions on the influence of women’s educational achievement on their voices during legislative deliberations in parliament. Findings reveal that education as a whole, and most importantly higher levels of tertiary education, significantly influenced the voices of women legislators. As such, the study appreciates the need for the provision of alternative educational options to enhance women’s voices in parliament. © 2023 Centre of African Studies, University of Edinburgh.
Exploring ethical issues embedded in the call for indigenisation of social work education in Nigeria
by Patricia U. Agbawodikeizu
Social work is an emerging profession and discipline in Nigeria with its pedagogical content and to an extent, the process being largely Western in design. This has led to a continuous call for indigenisation of social work education to service the peculiar needs of Nigerians. While indigenisation of social work education is a step in the right direction, efforts targeting this goal may give rise to some unexplored ethical issues. We explored some perceived ethical issues that may arise in the process of indigenisation of social work education using qualitative data collected from 15 educators from three universities in Nigeria. The data were coded with NVivo 12 and analyzed thematically. Findings revealed that in attempts to Africanise social work education, educators insisted that some issues like non-heterosexuality are unacceptable and un-African; thus, emphasized that students should not be taught/exposed to practice with sexual minorities. Also, some educators stated that the Nigerian culture of masculine superiority should be sustained. These perspectives are discriminatory, oppressive and against social work ethical principles. We recommend measures including (re)training of social work educators to reconcile their ethical and religio-cultural differences to better prepare future social work practitioners with local and ethically guided knowledge for contemporary Nigerian society. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
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