{"title":"“I see that when I am in school, I will have a good life.”","authors":"Heather D. Switzer","doi":"10.5622/illinois/9780252042034.003.0003","DOIUrl":"https://doi.org/10.5622/illinois/9780252042034.003.0003","url":null,"abstract":"“Producing and Performing Schoolgirlhood,” explores the embrace of girls’ education in the case-study communities by showing how girl-effects logic is localized through Kenyan gender and education policy and then produced and performed in local communities. Although participants had never heard of “the girl-effects dividend” per se, strong faith in girls’ education to create positive social and economic “ripple effects” for individual girls, families, their communities, and Kenya as a nation saturated their perceptions of education as a pathway to development. The chapter shows how Maasai mothers’ and teachers’ expectations for increased household economic security and community advancement worked to shape schoolgirlhood as a normative category and how schoolgirls worked hard to perform the attitudes, attributes, and actions expected for schoolgirls.","PeriodicalId":186236,"journal":{"name":"When the Light Is Fire","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128980399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“The medicine for fire is fire.”","authors":"Heather D. Switzer","doi":"10.5622/ILLINOIS/9780252042034.003.0004","DOIUrl":"https://doi.org/10.5622/ILLINOIS/9780252042034.003.0004","url":null,"abstract":"“Negotiating Schoolgirlhood,” uses schoolgirls’ stories to destabilize the dichotomy that has come to represent young female subjectivity in Global South: the girl-child and the schoolgirl. Nashipae and Felista’s experiences illustrate how Maasai schoolgirlhood exceeds oversimplified accounts of gendered vulnerability or gendered agency. Nashipae’s struggle for school calls into question the inherent vulnerability of the girl-child. Felista’s situation, conversely, alerts us to the contradictions of the schoolgirl as unequivocally empowered. These schoolgirls’ stories show the challenges Maasai girls face as they work to individually circumvent, reinvent, and ultimately surmount structural relations of power in order to embody and perform schoolgirlhood. This chapter foregrounds what girl-effects logic often elides: Maasai schoolgirls are relational subjects enmeshed in social formations and power relations as Maasai daughters.","PeriodicalId":186236,"journal":{"name":"When the Light Is Fire","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114456383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Girls are the most powerful force of change on the planet.”","authors":"Heather D. Switzer","doi":"10.5622/ILLINOIS/9780252042034.003.0001","DOIUrl":"https://doi.org/10.5622/ILLINOIS/9780252042034.003.0001","url":null,"abstract":"The Introduction, “Situating Schoolgirlhood,” introduces readers to the local context of the case-study communities in Kajiado County, Kenya, and elaborates key concepts, including inhabited agency, girl-effects logic, and gendered responsibility and obligation. The chapter argues for the relevance of “postfeminism” and “girlpower”—concepts derived through analysis of girls’ lives in the Global North— for understanding Kenyan Maasai schoolgirls’ compelling insights that trouble the reductive demographic notion of “a girl enrolled in school” that animates development discourse targeting girls’ lives for intervention and investment. By tracing the outlines of “schoolgirlhood” as a specific kind of gendered and generational cultural space for girls who go to school, the introduction foreshadows subsequent chapters that each elaborate aspects of schoolgirlhood as narrated by schoolgirls, mothers, and teachers.","PeriodicalId":186236,"journal":{"name":"When the Light Is Fire","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125021249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“We are not enkanyakuai…. We are just girls.”","authors":"Heather D. Switzer","doi":"10.5622/ILLINOIS/9780252042034.003.0005","DOIUrl":"https://doi.org/10.5622/ILLINOIS/9780252042034.003.0005","url":null,"abstract":"“Embodying Schoolgirlhood,” uses contested accounts of emuratare oo ntoyie, girls’ circumcision, and enkanyakuai, a female social category, to illustrate how schoolgirls’ “developing” adolescent bodies complicate their performance and negotiation of schoolgirlhood. The chapter illustrates a key tension: schoolgirlhood proceeds as girl-effects logic would predict by destabilizing conventional meanings and rescripting girlhood as a place of possibility for girls who go to school rather than a relatively short life stage that ends abruptly at circumcision, yet this logic cannot account for Maasai schoolgirls’ desire for community identity and belonging. Global and local assumptions about schoolgirls’ abilities to “call the shots” collide with schoolgirls’ actual capacity to do so; both miss schoolgirls’ desire to be independent and to deeply belong as “Maasai” among Maasai.","PeriodicalId":186236,"journal":{"name":"When the Light Is Fire","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124466004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"“Now is not like before. The world has changed.”","authors":"Heather D. Switzer","doi":"10.5622/ILLINOIS/9780252042034.003.0002","DOIUrl":"https://doi.org/10.5622/ILLINOIS/9780252042034.003.0002","url":null,"abstract":"“Maasai Education in Cultural and Historical Context,” focuses on how ideas about “being Maasai” and “being educated,” beginning in the colonial period and extending into the formation of the postcolonial state, are dynamic. Schoolgirls, mothers, and teachers see education as a powerful antidote to historically produced ethnic otherness, marginalization, and endemic economic insecurity. Schoolgirls, mothers, and teachers explained that as “the world has changed,” so have Maasai attitudes about education. This chapter historicizes and therefore politicizes contemporary Maasai attitudes about education in the case-study communities, within and against still salient ideas in the Kenyan social imaginary about Maasai as people who “hate” education, by showing how Maasai have come to see themselves as people who “love” education for all children, including girls.","PeriodicalId":186236,"journal":{"name":"When the Light Is Fire","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129529822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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