Regimes of truth and eudaimonia: an analysis of the effects of power relations and the relevance of school in the development of a capability set for first generation female students from a marginalised pastoralist community in northeastern uganda
Gallo, Jacqueline Carey (2018). 'Regimes of truth and Eudaimonia: An analysis of the effects of power relations and the relevance of school in the development of a capability set for first generation female students from a marginalised pastoralist community in Northeastern Uganda' Paper presented at the annual conference of the HDCA, Buenos Aires, Argentina 2018.
Name: Jacqueline Gallo, Faculty of Education, University of Cambridge
Conference: Human Development and Capability Association Annual Conference 2018
Submission Date: 16 February 2018
Paper Title: Regimes of truth and Eudaimonia: An analysis of the effects of power relations and the relevance of school in the development of a capability set for first generation female students from a marginalised pastoralist community in Northeastern Uganda
Keywords: Missionary/faith schools’ education, ethnography, girls, pastoralist education, missionary education, East Africa, pastoral care, Foucault, Capabilities Approach
This paper discusses findings of a fifteen-month ethnography of one Catholic missionary-founded secondary girls’ boarding school in Karamoja, Uganda. This doctoral study uses a Foucauldian theoretical overview and implements Nussbaum’s Capabilities Approach as an analytical tool to understand what constitutes a ‘good education’ for first generation female students from pastoralist communities. The analysis pays particular focus to students’ ability to cope with impending and unknown futures, negotiating obligations to their rural-based families/communities and pressure to migrate to urban centres to utilise their education and find paid employment.
This study aims to determine whether and to what extent student leavers are developing capabilities that will lead them to establish their own eudaimonia (flourishing) in the world. Key questions include: 1)what competing narratives influence their goals and opportunities; 2)how do institutions involved in their education enhance or restrict students’ capability sets; and 3)what can schools offer in terms of religious, pastoral support and life skills education to equip girls to achieve to a ‘live a life worth living’?
I will present findings from a fifteen month ethnographic study questioning, ‘what constitutes a good education?’ for first generation female students from pastoralist communities. Through a Foucauldian understanding of power as not as ‘a group of institutions and mechanisms that ensure the subservience of the citizens’ but as omnipresent and ‘…in every relation’ (1990, p.93) I will examine the discourse and ‘regimes of truth’ surrounding missionary education, international development and their effects on the marginalised students they seek to serve. Understanding this notion of diffuse and embodied power, I will examine main tenets of the Black Consciousness Movement and Liberation Theology to explore how education might become more culturally relevant and improve their capability set to better transition out of secondary school.
Abu‐Lughod, L. (1990). Can There Be A Feminist Ethnography? Women & Performance: A Journal of Feminist Theory, 5(1), 7–27. http://doi.org/10.1080/07407709008571138
Abu-Lughod, L. (1991). Writing Against Culture. In R. Fox (Ed.), Recapturing Anthropology: Working in the Present (pp. 137 – 162). Santa Fe, NM: School of American Research Press.
Aristotle, & Rolfes, E. (2009). Nikomachische Ethik. Köln: Anaconda.
Biko, S., & Stubbs, A. (1978). I write what I like: a selection of his writings. London: Bowerdean Pr.
Foucault, M. (1977). Discipline and punish: the birth of the prison (1st American ed). New York: Pantheon Books.
Foucault, M. (1990). The history of sexuality. Vol. 1: An introduction (Reprint). London: Penguin Books.
Foucault, M., & Rabinow, P. (1984). The Foucault reader (1st ed). New York: Pantheon Books.
Gallo, J. (2015). Moral Education Betwixt Africa and America: Negotiating Moral Values in One Kenyan Children’s Home for Girls. University of Oxford, United Kingdom.
Gallo, J. (2016). Glocalization as it Affects East African Female Youth Transitioning out of a Catholic Boarding School in Uganda. CORERJ: Cambridge Open-Review Educational Research E-Journal, 3(2016), 116 – 122.
Gobo, G. (2008). Doing ethnography. Los Angeles, Calif: SAGE.
Gutiérrez, G. (1988). A theology of liberation: history, politics, and salvation. Maryknoll, N.Y: Orbis Books.
Holy See, T. (1967). Decree Ad Gentes on the Missionary Activity of the Church. Holy See.
Hopkins, D. (2005). A Black Theology of Liberation. Black Theology, 3(1), 11–31. https://doi.org/10.1558/blth.22.214.171.124461
Irish Aid. (2010). Country Strategy Paper 2010 - 2014 Summary Uganda.
Kiaziku, V. C. (2009). Culture and inculturation: a Bantu viewpoint. Nairobi: Paulines Publications Africa.
Laidlaw, James (2016). Ontologically challenged. Anthropology of this Century. Retrieved 4 March 2016, from http://aotcpress.com/articles/ontologically-challenged/
Mwaura, P. N. (2010). Women and Evangelization: A challenge to the Church in the Third Millennium. In P. N. Mwaura & N. W. Ndung’u (Eds.), Challenges and Prospects of the Church in Africa: Theological Reflections of the 21st Century (pp. 119 – 144). Nairobi, Kenya: Paulines Publications Africa.
Nussbaum, M. C. (2000). Women and human development: the capabilities approach. Cambridge; New York: Cambridge University Press.
Nussbaum, M. C. (2007). Frontiers of justice: disability, nationality, species membership. Cambridge, Mass.: Belknap Press of Harvard Univ. Press.
Nussbaum, M. C. (2011). Creating capabilities: the human development approach. Cambridge, Mass: Belknap Press of Harvard University Press.
Pring, R. (2000). The ‘False Dualism’ of Educational Research. Journal of the Philosophy of Education, 34(2), 247–260. https://doi.org/10.1111/1467-9752.00171
Pring, R. (2004). Philosophy of educational research (2nd ed). London ; New York: Continuum.
Sen, A. (2001). Development as freedom. Oxford ; New York: Oxford University Press.
Sen, A. (2007). Identity and violence: the illusion of destiny. London: Penguin. Retrieved from http://search.lib.cam.ac.uk/?itemid=|cambrdgedb|4495541
Strathern, M. (1987). An Awkward Relationship: The Case of Feminism and Anthropology. Signs, 12(2), 276 – 292.
Troman, G. (2006). Editorial. Ethnography and Education, 1(1), 1–2. http://doi.org/10.1080/17457820500512671
UNESCO (Ed.). (2010). Reaching the marginalized. Paris : Oxford: UNESCO ; Oxford University Press.
UNESCO. (2011). Global Education Monitoring Report. Retrieved from http://www.education-inequalities.org/
World Bank. (2016). Countries, Data: Uganda. Retrieved from http://data.worldbank.org/country/uganda?view=chart