Educating Marginalized Girls: Examining the Concept of Tuseme

• Main Authors: Kennedy O. Ongaga, Mary Ombonga
• Format: Article
• Language: English
• Published: Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD) 2012-07-01
• Series: African Journal of Teacher Education
• Subjects: tuseme; girls education; empowerment; cultural marginalization; female genital mutilation; women education; gender equality; kenya education
• Online Access: https://journal.lib.uoguelph.ca/index.php/ajote/article/view/1833

This article examines the concept of Tuseme, a Swahili word, meaning Let’s Speak Out and how it is used to empower girls in a Center of Excellence in Kenya. The Center serves as a school and home to girls rescued from female genital mutilation and child marriages. Data were collected from students, teachers and the Center’s principal. Findings indicated that Tuseme, through its creative activities, empowers students with life skills, including how to speak out, build self-confidence, decision making, negotiation and leadership skills. It also helps teachers to acquire and use gender-responsive instructional strategies, which boost girls’ academic success, self-efficacy and a consciousness to identify, understand, and articulate problems that affect them and take action to solve them.