Contribution of Power Dynamics and Women’s Perceptions to Girls’ Education among Pastoral Communities in Tanzania

Abstract

This paper explored power relations, women’s perceptions and their contribution to girls’ formal education among pastoral communities in Tanzania. Post-colonial feminist theory underpinned the theoretical discussion of the findings. The study adopted qualitative research approach and a case study design. Purposive and opportunistic sampling techniques were used to select twenty women who participated in the study. Data was collected using in-depth interviews and field observations and then analysed thematically. The findings indicate women’s positive perceptions towards girls’ education. Findings also revealed persistent unequal power relations, which hinder equal decision making about girls’ participation in education. The study recommends policy maker to consider women’s voices in developing education programmes which cater for women’s well-being.

Keywords: formal education, maasai, pastoralists, perceptions, power relations