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  • Postcolonial_Masculinity_and_Access_to_Basic_Education_in_Nigeria (1)

    Rights statement: This is the author’s version of a work that was accepted for publication in International Journal of Educational Research. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in International Journal of Educational Research, 115, 102052 , 2022 DOI: 10.1016/j.ijer.2022.102052

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    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

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Postcolonial Masculinity and Access to Basic Education in Nigeria

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published
Article number102052
<mark>Journal publication date</mark>30/11/2022
<mark>Journal</mark>International Journal of Educational Research
Volume115
Number of pages12
Publication StatusPublished
Early online date1/09/22
<mark>Original language</mark>English

Abstract

This paper looks at gender inequalities in access to education and analyses of the complex entanglements of masculinity and post coloniality on retention by empirically drawing on the findings of 30 interviews with those who had dropped out of basic education. We discuss how the masculinities affected educational decision making and choices from a post-colonial feminist perspective in three major ethno-cultural groups in Nigeria. We argue that a key distinguishing factor between precolonial and postcolonial masculinity lies in the colonial transformation and impact and highlight that the history of masculinities in Africa is marked by colonial conquests, alterations, and destabilisation of the existing power relation structures and weakening of the socio-political power of the women.

Bibliographic note

This is the author’s version of a work that was accepted for publication in International Journal of Educational Research. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in International Journal of Educational Research, 115, 102052 , 2022 DOI: 10.1016/j.ijer.2022.102052