Advertisement

Women’s Knowledge Systems

Toward Ambivalence and Silences
  • Elinami Veraeli Swai
Chapter
  • 116 Downloads

Abstract

This chapter focuses on the study of narratives of publicly silenced, “othered,” overlooked, disregarded, marginalized, and dislocated women in rural Tanzania. In particular, it examines stories of rural women in Tanzania who have undergone both local (district), societal (ethnic), and national (Tanzania) marginalization. The stories told by these women might appear simple, but they are quite knowledgeable, intelligent, and complicated. Their stories are also exciting because they provide their own flavor, backgrounds, frameworks, and more. They do not have to cite anybody in order to be understood. The only sources they cite are their mothers, aunts, and neighbors. As they do this, they are not only artistic, philosophical, and complex but also more nuanced than many might imagine, for there are many subtle meanings and codes in their conversations, which only an insider can decode and understand. The aim of this chapter is to bring to view the development of women’s knowledge systems with a goal to inform curriculum designers, teachers and development planners the impoertance of everyday life as a source of knowledge in order to resist dominant discourses of education, development and empowerment. The chapter examines defiance and resistance through storytelling by women in rural Tanzania in ways that are different from conventional ways of conducting research.

Keywords

Knowledge System Cultural Capital Rural Woman African Woman Rural Family 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Notes

  1. 1.
    See R. Case, (1998). The Development of Conceptual Structures. In W. Damon (Series Ed), D. Kuhn & R. Siegler (Vol Eds) Handbook of Child Psychology: Vol 2 Cognition, Perception, and Language 5th ed (Pp. 77–166). New York: WileyGoogle Scholar
  2. F. Keil (1998) Cognitive Science and the Origins of Thought and Knowledge. In W. Damon (Series Ed.), D. Kuhn & R. Siegler (Vol Eds) Handbook of Child Psychology: Vol 2 Cognition, Perception and Language 5th ed (Pp. 341–413). New York: Wiley.Google Scholar
  3. 2.
    See also Marjorie Hass, “Feminist Readings of Aristotelian Logic,” in Feminist Interpretations of Aristotle, ed. C. A. Freeland (University Park: Pennsylvania State University Press, 1998), 34.Google Scholar
  4. 3.
    See A. Schoenfeld, “Making mathematics and Making Pasta: From Cookbook Procedure to Really Cooking,” in Thinking Practices in Mathematics and Science Learning, ed. J. G. Greeno and S. V. Goldman (Mahwah, NJ: Erlbaum, 1998), 299–320.Google Scholar
  5. 10.
    Carol D. Lee, Culture, Literacy and Learning: Taking Bloom in the Midst of the Whirlwind (New York: Columbia University Press, 2007).Google Scholar

Copyright information

© Elinami Veraeli Swai 2010

Authors and Affiliations

  • Elinami Veraeli Swai

There are no affiliations available

Personalised recommendations