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Review
CHALLENGES AND PROBLEMS OF EDUCATING WOMEN’S LEADERSHIP AND ACTIONS IN THEIR MISSION FOR EMANCIPATION AND CHANGE: DISCREPANCIES BETWEEN POLICY AND PRACTICES
BIRHANU MOGES (PH.D)
Adama Science and Technology University School of Educational Science and Technology of Teachers Education
Email: abirhanumoges@yahoo.com
Accepted 8 November 2013
In this paper, the writer analysed the problems caused by the absence of leadership from educated women in the long process of the emancipation of women in Ethiopia or in the generation of a women’s movement or feminism. Why is such feminist leadership crucial? It’s known that women’s leadership and participation are marked as important indicators of gender equality, democracy and transparency. There are global efforts to study different forms of leadership to analyse the gaps and problems in order to come up with leadership forms compensating for those. One of these is feminist leadership. However, everything that is amiss with the current masculine forms of leadership might not necessarily be corrected by feminist or feminine leadership. In Ethiopia, authorianism or the excessive exercise of authority and hierarchy offer no much room for women’s leadership due to the lower positioning of women in the hierarchy. For women, to be born and raised within such culture, these top-down approaches form a barrier to the emergence of their leadership. The lack of critical insights also covers the shortcomings and problems. In such situations, what kind of leadership could best befit educated women in Ethiopia to lead women’s emancipation? And how can this become a reality? Many of the barriers are slowly being revealed. They are historical and continuous. For instance, the socio-cultural and religious environment blended with political authority has been the norm in Ethiopia for centuries. Within these, women, have been always at a disadvantaged position, denied freedom and progress.
Keywords: challenges and problems, educating, emancipation, women’s leadership.
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Current Issue: November: Vol. 1(1) pp.1-41
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Palgo Journal of Education Research |
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