SUDANESE WOMEN AND : THE STRUGGLE FOR EQUAL ACCESS AND PARTICIPATION

Julia Aker Duany

Submitted to the faculty of the Graduate School in partial fulfillment of the requirements for the degree Doctor of Philosophy in the School of Education, Department of and Policy Studies Indiana University

March 28, 1996

©1996

Julia Duany

ALL RIGHTS RESERVED

m ACKNOWLEDGMENTS

A host of people have helped in the research and the preparation of this dissertation. Recognizing the people and institutions that have assisted in the production of this dissertation is perhaps the most satisfying aspect of its completion.

My debts are many. I wish to extend my sincere appreciation to many individuals, organizations and institutions who cooperated, supported, and aided me in this endeavor. Without their patience and support this study would have been impossible.

This research was made possible with generous financial assistance from the

Rockefeller Foundation and Indiana University Graduate School. I would like to thank the grant's Coordinator, Janet Marcaintonio and her staff, for their patience in processing of this grant and to the Rockefeller family for giving me this opportunity.

The Upper Nile University, , , hosted the research fieldwork, facilitated, and assisted with all equipment needed to finish the fieldwork. I am forever indebted to the former Governor of the Upper Nile Region, the late Paul Yuol Reeth who understood the importance of this research and for his support and facilitation of my local travel.

I am extremely grateful to Professor Frances Stage who supported and guided me through this study. Stage's deep insights into social issues in education have caused her to demand highly of all her students. She challenged me to meet her high level of intellectual expectations. Her serious and critical comments were a constant source of frustration. Nevertheless, her guidance in my intellectual development has benefitted this dissertation and the rest of my academic life. My research committee, Professor

iv Robert Arnove, Professor Martha Kendall, and Professor Don Hossler helped me to grow and develop intellectual understanding in the field of education and social equity.

They have helped me to see the social issues in a different way. They have challenged me and guided me in this research.

I also owe thanks to Professor Gilbert Weldy at the School of Education,

Indiana University, Bloomington, who has been a pillar of strength. He has helped with editing and directed me to make myself clear in writing, since English is a foreign language to me, and to come to grips with the requirements of scholarly work.

Without his help with ideas as well as with verb tenses and English expressions, I would still be writing this dissertation. His comments and suggestions have helped me to write simple sentences and get right to the point. I also thank Reva White of the

Workshop in Political Theory and Policy Analysis, Indiana University for her editorial assistance.

I am extremely grateful to the staff of the African Studies Program, Indiana

University, Professor Patrick O'Meara, Professor Brian Winchester, Sue Hanson,

Becky Curtis, and Jean Cole for their support and assistance while working on this research. I am very grateful to The Department of African Studies Program and the

Department of International Services for their moral and financial support. I consider this continuous support unusual and I am very grateful for making this financial assistance possible. I am also grateful to the staff of International Services, Dean

Kenneth Rogers, Ruth Miller, Kitty Burkhart, and many others for their encouragement and support.