Hidden inequities within universalising primary education in rural Sierra Leone
Bibliographic Data
| ID | 11920124 |
|---|---|
| Authors | Grace Pai (0000-0002-2677-8801, Queens College, CUNY, corresponding author) |
| Year | 2024 |
| Volume | 55 |
| Issue | 7 |
| Pages | 1149-1166 |
| Publication date | 2024-06-27 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Compare A Journal of Comparative and International Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-7925 • E-ISSN: 1469-3623 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03057925.2024.2370299 |
| OpenAlex | W4400090375 |
| Language | EN |
| References cited | 49 |
Despite great progress, attaining the goal of universal primary education (UPE) has stalled, particularly in sub-Saharan Africa. This study critically examines how UPE is experienced by out-of-school children and families in three rural villages in Sierra Leone. Drawing on data from 101 qualitative interviews, this study applies relational inequality theory to illustrate a benefit of education that is often underemphasised in UPE discourse – that of maintaining human dignity and relational power. Through the widespread cultural acceptance of exploitative teacher stipends, the formation of new lines of social closure, and the inability of out-of-school children and their families to make claims for respect, I argue that out-of-school children are being excluded from a pathway to basic dignity – an effect that can be mitigated by a renewed commitment to delivering on the de jure promise of free access to education through universal teacher remuneration
Development economics · Economic growth · Economics · Geography · Political science · Rural area · Sierra leone · Socioeconomics · Sociology · Gender Studies · Global Educational Policies and Reforms · Global Educational Reforms and Inequalities · Poverty, Education, and Child Welfare
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| Citation velocity | historical |
|---|---|
| Highly cited | No |