3 Sport, Gender, Education and Development
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A University of Sussex EdD thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the aut hor, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details Young Women’s Engagement with Sport in Lusaka Secondary Schools, Zambia Elaya E Musangeya Thesis submitted for the degree of International Doctor of Education (Int EdD) University of Sussex 2015 WORK NOT SUBMITTED ELSEWHERE FOR EXAMINATION I hereby declare that this thesis has not been and will not be, submitted in whole or in part to another University for the award of any other degree. Signature_________________________________________________ i Thesis Summary This thesis reports on an investigation into the sport experiences and views of a sample of young women in two High Schools in Lusaka, Zambia. The purpose of the study was to gain an understanding of the sports played by young women, their reasons for playing the sports, the benefits they gained, and how they navigated and negotiated the barriers they faced. The study was framed by looking at the intersections and interactions of four key ideas – sport, education, gender, and development. Significantly the study was set in the context of the United Nations’ declarations of sport as a human right and the global policy position of using sport as a tool for development, gender equality and empower- ment of young women. Thirty-six young females from Grades 10 and 11, identified through snowball sampling, participated in the interpretive phenomenological research. Data was collected mainly through six focus groups, thirty-six semi-structured inter- views and field observations. The findings show that young women played team sports in schools’ extracurricular programmes historically and culturally dominated by men and characterized by gender issues around participation. Interestingly the same young women also took part in after school activities organized by Non-Governmental Organizations that disseminated HIV/AIDS information and addressed gender equality issue through sports. Using young women’s voices, the thesis details their personal and social reasons for playing traditionally male sports. It also details the personal, social, health-related and economic benefits they experienced, and, as active agents, how they navigated and negotiated gendered barriers associated with the notion of sport, access to playing space and re- sources, and regulation of their behaviour in doing sport. There was, however, no evid- ence from the young women to suggest that playing male sports or sport for develop- ment interventions contributed to gender equality and women’s empowerment. The thesis underlines the importance of listening to young women about what sports they want to play, the social support they need from peers, friends and family and espe- cially males, and that sport for development interventions may have potential in facilit- ating young women’s participation or in reducing the gender-based barriers women face. The thesis highlights limitations of the study and suggests important directions for future research. ii Acknowledgements This thesis is based on six months of fieldwork conducted in Lusaka, Zambia. There are many people to whom I owe thanks. My supervisor, Professor Mairead Dunne, has been my pillar of strength in her support of my academic work and this thesis in particular. Her professionalism, insights and guidance have been invaluable. My colleagues in this programme provided feedback and perspectives, which I appreciate very much. To each of my colleagues I express my sincere and deep gratitude. I would be remiss to not ac- knowledge the contributions of the delivery partners of International Inspiration, UK Sport, the British Council and UNICEF. The hard-working young women at NOWSPAR threw their support behind this project. I am indebted to the young females who participated in the study freely and clearly shared their views and experiences, without which the study would not have been possible. My children, Lydia, Samson, Lenient and Stephen, have been a source of inspiration and support throughout my Doctoral programme. From you I have learned to work hard and be resilient. To my granddaughter, Christiannah, you wanted to watch your favour- ite Disney Junior programme on television with me, but I had limited time and you ended up drawing my grumpy face and scribbling a lot of stuff I could not read on my research notes to the extent that I found it almost impossible to read them. Now I know girls as young as you have agency. My living father Samson, brother Gibson and sister Tamari, and departed mother Lydia, brother Edison, sisters Farirai and Emma and my twin brother Beauty - you have been there for me to fulfil my aspiration. And finally, Sofia - this has been a challenging path and you almost walked away but you gave me the chance to prove myself. Your support is a gift without which I would not have completed this programme. The International Education Doctorate has helped me to grow professionally and aca- demically in terms of my knowledge and skills. It has changed and significantly influ- enced evaluation and research practice at my workplace. Thank you all. I share this achievement with you and look forward to new opportunities. iii TABLE OF CONTENTS Page THESIS SUMMARY i ACKNOWLEDGEMENT ii LIST OF FIGURS, TABLES AND PICTURES v CHAPTER 1. INTRODUCTION................................................................................................... 1 1.1 Background.................................................................................................... 1 1.2 Structure of thesis........................................................................................... 2 1.3 Rationale........................................................................................................ 2 1.4 Purpose of the study....................................................................................... 3 1.5 Overview of the key approaches used in this study....................................... 4 1.6 Results.............................................................................................................. 5 1.7 Summary........................................................................................................ 6 2. GEOGRAPHICAL LOCATION AND POLICY CONTEXT................................. 7 2.1 Introduction ................................................................................................... 7 2.2 Why Lusaka, Zambia..................................................................................... 7 2.3 Zambia historical, population and cultural profile......................................... 7 2.4 Education policy............................................................................................. 9 2.5 Physical education and sport policy............................................................... 10 2.6 Sport for development ................................................................................... 12 2.7 Summary........................................................................................................ 13 3. SPORT, GENDER, EDUCATION AND DEVELOPMENT ............................... 15 3.1 Introduction ................................................................................................... 15 3.2 Sport .............................................................................................................. 16 3.3 Sport and gender ........................................................................................... 18 3.4 Sport, education and gender .......................................................................... 20 3.5 Sport, development and gender …................................................................. 27 3.6 Gaps in research …........................................................................................ 33 3.7 Summary and research questions................................................................... 35 4. UNDERSTANDING SPORT PARTICIPATION BY YOUNG WOMEN.............. 37 4.1 Introduction ................................................................................................... 37 4.2 Knowledge production and methodology...................................................... 37 4.3 Researcher position........................................................................................ 39 4.4 Research design and methods........................................................................ 44 4.5 Reflexivity............................................................................................ ......... 60 4.6 Summary........................................................................................................ 62 iv 5. SPORTS PLAYED BY YOUNG WOMEN............................................................ 63 5.1 Introduction ................................................................................................... 63 5.2 Sports opportunities in schools...................................................................... 63 5.3 Sports opportunities