Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573023
Title: Education as freedom? : a capability-framed exploration of education conversion among the marginalised : the case of out-migrant Karamojong youth in Kampala
Author: Greany, Kate
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2012
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Abstract:
'Education' - understood to be 'schooling' by mainstream development literature and policy - is widely considered as positively instrumental for people in developing countries. It is thought to 'convert' into development outcomes, including increased income, gender equality, reduced poverty and social mobility. However, recent and long established work questions this positive conversion, especially for people who are marginalised socially, politically and economically. Little work, however, pays attention to how marginalised people themselves construct the value of education, how they understand and interpret what influences its conversion. This study uses the Capability Approach (CA) and data from four months of qualitative fieldwork to explore this question. It does so in relation to a particularly vulnerable and marginalised group in Uganda: out-migrant Karamojong youth in Kampala's slums. Against the backdrop of a critical analysis of CA, the thesis considers three aspects of education conversion for this group. Firstly, how participants construct the value of education, including how they co-construct and 'perform' these values. This construction is connected to collective aspiration and symbolic values of education in light of current and historic social and political exclusion. Secondly, how individual and group capabilities are articulated by youth in relation to education conversion, especially in the context of marginalisation. The data illuminates how group capabilities are inextricably linked to the issue of education conversion, forming a key part of trade-offs in the process. Finally, how the family emerges as central to education conversion and how this leads to conscious and difficult trade-offs in situations of extreme multidimensional poverty. The study argues that such a socially situated and interpretive aspect of education conversion needs more attention. This would complement work which looks at constraints to conversion in terms of overarching, rigid, public structures and resources. Such work ignores important meaning-making around education by marginalised people which, if explored, would offer a valuable window onto their decision-making around education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573023  DOI: Not available
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