ABSTRACT

This article explores a number of themes concerning the way in which education discourses position, problematise and respond to pregnant and parenting girls. Much of the literature centres on a discourse which celebrates a certain type of parenting girl, who returns to school thanks to determination and a silencing of other identities. This idea resonates with concepts expressed by policy-makers within Kenya around gendered social norms and gender roles. Together, these enmesh to perpetuate ideologies which marginalise parenting girls who cannot conform to the redemptive narrative. In contrast, qualitative data identified girls’ concerns and solutions to be heterogenous, dynamic, relational and centred upon gendered notions of resilience and agency. The article proposes that listening to pregnant and parenting girls, including those out of school and those who express disinterest in school, is the only way to challenge deficit-based interpretations and create space for approaches which allow parenting girls to thrive.

摘要

本文探讨了有关教育如何对怀孕和养育女孩进行定位、提出问题和做出反应的一系列主题。许多文学作品都集中在颂扬某种类型的养育女孩的话语上，由于决心和对其他身份的沉默，她们重返学校。这一想法与肯尼亚政策制定者所表达的关于性别社会规范和性别角色的概念产生了共鸣。这些因素交织在一起，使意识形态长期存在，使那些无法符合救赎叙事的养育女孩被边缘化。相比之下，定性数据表明女孩的关切和解决方案是异质的、动态的、相关的，并且以性别的复原力和能动性概念为中心。文章建议，倾听怀孕和育儿女孩的心声，