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Universalizing Primary Education in Sierra Leone: Promises and Pitfalls on the Path to Equity

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Universalizing Primary Education in Sierra Leone: Promises and Pitfalls on the Path to Equity City University of New York (CUNY) CUNY Academic Works Publications and Research Guttman Community College 2016 Universalizing Primary Education in Sierra Leone: Promises and Pitfalls on the Path to Equity Grace Pai CUNY Guttman Community College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/nc_pubs/81 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Sponsoring Committee: Professor Dana Burde, Chairperson Professor Frederick Cooper Professor Jennifer Hill Professor Jonathan Zimmerman UNIVERSALIZING PRIMARY EDUCATION IN SIERRA LEONE: PROMISES AND PITFALLS ON THE PATH TO EQUITY Grace Pai Program in International Education Department of Humanities and Social Sciences Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Steinhardt School of Culture, Education, and Human Development New York University 2016 Copyright © 2016 Grace Pai DEDICATION To Earl Welker, John and Barbara Wolfer, Ruth and Abdul Kanu, and Braima Moiwai, who were nice enough to respond to a stranger, and who started me off on this life-changing journey. And to all of the children, parents, and other participants of this study whose voices brought this project to life – tenki, bissiye momo. Last not but not least, I dedicate this to my grandma, Wang I. Pai, without whom I would not be where I am today. iii ACKNOWLEDGMENTS First and foremost, I have to thank all of my Sierra Leone contacts who made this research project possible. Earl Welker, John and Barbara Wolfer, Ruth and Abdul Kanu, Braima Moiwai provided my very first entry into studying Sierra Leone as a country. Frank Mbayo traveled the country to visit sites for me without having even met me. I cannot thank you enough for that. Mudiama Kammoh introduced me to his friends and family in Nongoba Bullom, including Peter Moray and Ralph Ansumana who helped me arrange my travels down south. Gbewah and Mariama and their wonderful sons and daughter took me in as family in Bunumbu. The Paramount Chief and other chiefs of Kabaya not only graciously hosted me, but also inspired me by showing me what it means to work tirelessly to improve one’s community. Jordan Kanu helped me navigate and see a different side of Sierra Leone that I never would have been able to without him. Khalil Conteh, Peggy Murrah, Patty Bruzek and the Friends of Sierra Leone provided further assistance and their networks in the country. Dr. Dupigny, Janet Tucker, Olive Musa, Dominic Simbo and Alfred Wilson provided additional support and insight about the larger education system in Sierra Leone. Special thanks to all of the wonderful translators who traveled and worked long hours with me – Lamin, Moses, Mohammed, George, Hassan, Mr. Bangura and Mr. Kabbah. Finally, I must acknowledge all of the children, parents, and other iv participants of this study, without whom this dissertation would not exist. I hope I have done you justice. I cannot count the number of times I have said “thank you” in the past five years of my studies, yet I would not say that I have overused it because I truly meant it time and time again, whether it was for substantive guidance on academic, career or life counsel; or the umpteenth time I had a question about a statistical model, assumption or syntax; or yet another recommendation or signature that I needed for a grant, job or form. To the numerous people I feel so indebted, I would like to begin by acknowledging my advisor, Dana Burde, without whom I would not have finished this degree, much less be in the program in the first place. Her support began when she was generous enough with your time to talk to Michael and me on an international phone call when we were still in the stage of pondering our application. Then I met her in person, that day sitting on the grass of Washington Square Park (along with Sean) and I knew I had lucked out in finding a mentor who is intelligent, warm, unpretentious and truly cares for my well being. She served as my foundational compass throughout the times I have felt lost in this program, and now I often hear her voice in the back of my head reassuring me to not second-guess or doubt myself. I am grateful for that. This project would also have not been possible without my other committee members and outside readers. Jon Zimmerman taught me early on to think about the big “so what?” question, along with reflecting on what v contribution I am making, if any, in adding the million and first publication at Bobst library. More importantly, he showed me how to find humor and laughter in the academic environment, while also responding to emails at lightning speed around the clock. Fred Cooper guided me through perhaps the most important part of this study – narrowing down Sierra Leone as a case study – while also inspiring a deep respect and love for conducting historical archival analysis. Jennifer Hill was always willing to open her doors (and email) to help me understand my long lists of quantitative questions – big and small. She was instrumental in teaching me some of the most valuable methodological skills with which I can answer questions in a way I never would have been able to before. Besides being an empathetic source of support during my pregnancy and period of new motherhood, Lisa Stulberg always provided thoughtful and invaluable feedback as I grappled with how to address the ever-so elusive question of “What is my theoretical framework?,” while also helping to make sense of and deepen my qualitative analyses. Finally, I can’t sing enough praises for Sean Corcoran, who has demonstrated infinite patience with me, from showing me how to use Stata in my first year (a seemingly small skill that has truly changed the trajectory of my career), to reading through drafts of my disparate and desultory research interests, to continuing to answer my emails about something as insignificant as a Stata code. Other faculty members have also been instrumental to this project and my doctoral education. Rene Arcilla generously gave me hours of his time to help me vi piece together the inchoate pieces of this study, while teaching me how to better read and think through readings like Foucault that shaped the conclusions of this research. In addition to providing me a solid intellectual foundation to question modernization theory and the whole enterprise of international development, Phil Hosay made me see the program as a family – even going to the lengths of holding and amusing my six-month old son so I can present in his seminar course. Marc Scott responded to countless emails and met with me time after time to help me conduct and complete perhaps the most difficult analytical part of this study. Elisabeth King not only pushed me to think through the logic behind my concluding arguments, she also – along with Cyrus Samii – gave me rare insight and preparation for pursuing a career in academia. I feel fortunate and privileged not only to have worked with and learn from such a diversely talented group of scholars who I deeply respect and admire, but also to have encountered so many mentors who genuinely care about my growth and welfare. Each of them has brought new perspectives to my work, and challenged and furthered my thinking in different ways. With their encouragement and guidance in completing this degree, they have collectively opened new doors in my life and my world-view. In a field where so much depends on the words we say and write, I am left with not enough words to express my gratitude. Outside of NYU, Fran Vavrus provided wonderful feedback at a critical juncture of my writing process. Cristian Pop-Eleches showed me how to exhibit and inspire a passion for quantitative methods in others through his TA’ing his vii course. Cathryn Dhanatya has been both a mentor and a friend whose advice I always treasure. I also want to thank my fellow colleagues at NYU, many of whom are also now life-long friends: Rachel Kantrowitz, Jonathan Friedman, Ozen Guven, Annett Graefe, Melissa Pflugh Prescott, Yuxing Deng, Christy Baker-Smith, Vanessa Coca, Dennis Yang, Noah Kippley-Ogman, Pooneh Sabouri and Oscar Pedraza. I also want to express my deep appreciation, respect and admiration for those above me – Rachel Cole, Ali Wood, Rachel Wahl, Naomi Moland, Elizabeth Knauer, Lindsey Sasaki, Christian Bracho, Sarah Demott, Jennifer Auerbach and Ben Meade – all of whom have served as exemplary models from near and far throughout the past years. Sarah Kabbay, Heddy Lahmann Rosen, Jessy Hsieh, Jo Kelcey, Anna Hillary, Khaled Mohamed al-Abbadi and Jia-lin Liu have provided constructive feedback and support in the past couple of years as they read through the various iterations of my project. I am also grateful to Nancy Hall. To this day, I marvel I at how she is able to do and manage all that she does to support the entire doctoral student population at Steinhardt. Letizia la Rosa, Lucy Frazier, Jamie Remmers and Jamie Baldwin have also given me the administrative help along the way to make this degree a reality. This research also would not have been possible without the funding support of the NYU Steinhardt Fellowship, the American Education Research viii Association (AERA) Minority Dissertation Fellowship, and the Shearwater Grant from the International Education Program at Steinhardt. Family and friends have provided me the understanding and emotional support to help me through this program.
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