Aisha M Garba | University of Abuja (original) (raw)

Papers by Aisha M Garba

The purpose of this research was to share and interpret the stories of Hausa women in Suleja, an... more The purpose of this research was to share and interpret the stories of Hausa women in Suleja, an urban city in northern Nigeria, in order to illustrate how Hausa culture rather than Islam framed their attitude toward education. There has been a huge concern about the increasing illiteracy rate among women in the country, particularly in northern Nigeria. The gender gap and inequities that pervade the educational system have remained daunting challenges. There are many stories which have been told about Hausa women and their ability or inability to access formal education due to either religion or cultural obligations. A one-size-fits-all approach has been used to promote women’s education in Nigeria without recognizing difference in terms of culture. Culture consists of different ethnic groups that are grouped into subculture which are found in the country. In my research, the complexities and complications involved in the education process of Hausa women were uncovered in order to understanding the issues they grappled with as they seek Education based on their ideology component in respect to acquiring western form of Education. The objectives of the study are to evaluate the influence of Islam and cultures on the education of Hausa women in Suleja Local Government Area on one hand and also evaluate these variables separately. To highlight the challenges they faced in acquiring Education and analyze the solutions to the problems of illiteracy among them. To states the benefits of acquiring or becoming literate to Hausa women and women in general. Qualitative research methods, particularly interviews and questionnaires were employed to elicit response from the Hausa women’s/men, Muslims Scholars, Traditional leaders, and Suleja L.G.A. Secretariat. I chose these groups of specimen purposively using criterion sampling and snowballing. Some of the specimen volunteers to participate. This is to enable me get an accurate reality of the issues at stakes. It will also help me to proffer solutions in tackling the issues by employing or using the relevant agencies and organizations based on the findings that will arise during the cause of my studies. Islam encourages women education and empowerment which are imbedded in the holy Quran and Hadith which are the two main foundation of the Islamic faith. Culture has been confused with Islam because of the latter been practice in the Northern part of Nigeria especially among the Hausa speaking group, it is viewed as the main instrument that influence and prevent Hausa women from acquiring any form of Education especially Western form of Education that came through the colonial masters out of fear of converting the practicing Muslims from their faith to Christianity. Modernization, dependency and socio-cultural perspectives on literacy, and funds of knowledge were theoretical frameworks that helped me to understand these forces at work that helped to hindered Hausa women’s Education. The forces that hinder Hausa women Education included poverty, patriarchal practices and values, parental/girl-child attitude towards western education, culture infused with religion, and lack of proficiency in English language were some factors that militated against Hausa women desire or ambition to acquiring Western form of Education and in the end complicated their Education processes. Education is the foundation for the improving the lives of women in our communities because it will give voice to women economically, as well as provide path to address issues as family, encourage equal treatment, and eliminate violence against them, form wife beating to the practice of early girl-child marriage among other challenges.

An analytical study of knowledge ought to acknowledge that the word “knowledge” is significantly ... more An analytical study of knowledge ought to acknowledge that the word “knowledge” is significantly ambiguous—as are its equivalents in other languages, such as the Greek Epistêmê, from which “epistemology” is derived. Knowledge evolves. Knowledge defined as a "structure of ideas" [Feibleman 1976], can be divided into two types. First is the familiar "knowledge-at-hand" [Schutz 1967] in everyday use. Second is theoretical, abstract knowledge, somewhat more remote from one's daily experience. We refer to the first type as "tacit knowledge" [Polanyi 1966]; the second is "abstract knowledge." So far we may understand it as accumulated external and explicit information belonging to the community, being leveraged by tacit intrinsic insights which originate within individuals who then may act alone or cooperatively in order to control or integrate with their environment.

The purpose of this research was to share and interpret the stories of Hausa women in Suleja, an... more The purpose of this research was to share and interpret the stories of Hausa women in Suleja, an urban city in northern Nigeria, in order to illustrate how Hausa culture rather than Islam framed their attitude toward education. There has been a huge concern about the increasing illiteracy rate among women in the country, particularly in northern Nigeria. The gender gap and inequities that pervade the educational system have remained daunting challenges. There are many stories which have been told about Hausa women and their ability or inability to access formal education due to either religion or cultural obligations. A one-size-fits-all approach has been used to promote women’s education in Nigeria without recognizing difference in terms of culture. Culture consists of different ethnic groups that are grouped into subculture which are found in the country. In my research, the complexities and complications involved in the education process of Hausa women were uncovered in order to understanding the issues they grappled with as they seek Education based on their ideology component in respect to acquiring western form of Education. The objectives of the study are to evaluate the influence of Islam and cultures on the education of Hausa women in Suleja Local Government Area on one hand and also evaluate these variables separately. To highlight the challenges they faced in acquiring Education and analyze the solutions to the problems of illiteracy among them. To states the benefits of acquiring or becoming literate to Hausa women and women in general. Qualitative research methods, particularly interviews and questionnaires were employed to elicit response from the Hausa women’s/men, Muslims Scholars, Traditional leaders, and Suleja L.G.A. Secretariat. I chose these groups of specimen purposively using criterion sampling and snowballing. Some of the specimen volunteers to participate. This is to enable me get an accurate reality of the issues at stakes. It will also help me to proffer solutions in tackling the issues by employing or using the relevant agencies and organizations based on the findings that will arise during the cause of my studies. Islam encourages women education and empowerment which are imbedded in the holy Quran and Hadith which are the two main foundation of the Islamic faith. Culture has been confused with Islam because of the latter been practice in the Northern part of Nigeria especially among the Hausa speaking group, it is viewed as the main instrument that influence and prevent Hausa women from acquiring any form of Education especially Western form of Education that came through the colonial masters out of fear of converting the practicing Muslims from their faith to Christianity. Modernization, dependency and socio-cultural perspectives on literacy, and funds of knowledge were theoretical frameworks that helped me to understand these forces at work that helped to hindered Hausa women’s Education. The forces that hinder Hausa women Education included poverty, patriarchal practices and values, parental/girl-child attitude towards western education, culture infused with religion, and lack of proficiency in English language were some factors that militated against Hausa women desire or ambition to acquiring Western form of Education and in the end complicated their Education processes. Education is the foundation for the improving the lives of women in our communities because it will give voice to women economically, as well as provide path to address issues as family, encourage equal treatment, and eliminate violence against them, form wife beating to the practice of early girl-child marriage among other challenges.

An analytical study of knowledge ought to acknowledge that the word “knowledge” is significantly ... more An analytical study of knowledge ought to acknowledge that the word “knowledge” is significantly ambiguous—as are its equivalents in other languages, such as the Greek Epistêmê, from which “epistemology” is derived. Knowledge evolves. Knowledge defined as a "structure of ideas" [Feibleman 1976], can be divided into two types. First is the familiar "knowledge-at-hand" [Schutz 1967] in everyday use. Second is theoretical, abstract knowledge, somewhat more remote from one's daily experience. We refer to the first type as "tacit knowledge" [Polanyi 1966]; the second is "abstract knowledge." So far we may understand it as accumulated external and explicit information belonging to the community, being leveraged by tacit intrinsic insights which originate within individuals who then may act alone or cooperatively in order to control or integrate with their environment.