Madueke

}  General Arrangement of Society

}  Arrangement of African Traditional Society & the

Place of Women in Society (Pre & Post Intervention)

}  Contributions of Women’s Religious Congregations

to the Empowerment of African Women

}  Voices of Women

}  Implications of the Empowering Mission

Society revolves around:

Economics

Religion/Ideology

Politics

Whoever occupies these positions becomes an elite of society

Important Elements:

} Market Economy ◦  gives stability to society/determines the kind of ruler/

governance

} Religion/Religious Leaders ◦ mediate between human and gods

◦ bind the society together

} Politics

}  God is both male and female ◦  goddess protects the communities and provides for needs

}  Priests, diviners, and healers (mostly female) ◦ sanctioned by God and legitimized by the

people ◦ mediate between God and humans (Uko

Chukwu) ◦ settle disputes and implement social

sanctions/rewards

◦ Dominated by women è subsistence farming/trading

◦ Land è gift from God entrusted to community

◦  Land source of capital è venerated as woman (earth

goddess)

◦ Man and woman ècustodians of land

◦ Women è control food production and market

◦  Priest and priestess è cleanse the land

Power is: ◦  divine & given to virtuous persons irrespective of gender

Political system: ◦ dual sex è parallel organization for both genders

e.g. Umuada/ Umunna, Chief/Lolo etc. Leadership depends on: ◦  ability to take care of family ◦  contributions to community development ◦  Exceptional display of talent/achievement (not monetary)

Hierarchy by: ◦  age, lineage, achievements

Decision making/community conflicts : ◦  facilitated by traditional and religious leaders

◦  titled men and women and council of elders

◦ Talented man and women

Social power of women depends on: ◦ whether they are wives, mothers, or sisters ◦  number of children

While a woman can be discriminated against as a wife, she has power as a

daughter or a sister.

Flexibility in gender system in ATS ◦  female can be classified as male è institution of male

daughter and female husband. ◦  lack of he/ she lexicon in language

Everyone is responsible for community well-being Social control based on social norms, customs, and

social sanctions

When one’s right hand washes the left, the left washes the right; both hands become clean

(Nigerian Proverb)

Disorganized African Traditional Society by:

◦  tipping power in favored of males

◦  concentrating authority in the hands of men

◦ deposing leaders and creating new ones

◦  shifting from farm economy to salaried job

◦  requiring accreditation and certification from colonial administrators

Consequently, women are disempowered

Indirect Rule:

◦ Decision making in the hands of colonial administrators and their African allies “warrant chiefs” and local chiefs ◦ Codification of cultural norms into

customary law ◦ Social control determined by men ◦ Exclusion of women from conflict

management

Women are no longer involved in governance

Introduction of male centered religion: ◦ Genderless African Religion èGendered Religion ◦ Genderless God è Male God

Accreditation and certification in religious, affairs

Religious training concentrated on males

Women lost power and offices as priestesses, diviners and healers.

◦  Farm economy è Civil Service/Salary

◦  Introduction of legal forms of property rights

◦  Industrialized farm è men became “new

farmers”

◦ Exportation and importation of cash crops

èsubsistence farming

◦ Education for men for middle caliber jobs (3Rs)

◦ Men dominate market/economy

Women denied access to market and capital

Urban Migration:

�  Working class men move to urban centers

�  Children to boarding school

�  Wives move with husbands and are economically

DEPENDENT on them

�  Loss of capital, especially for women in rural areas

�  Loss of economic independence

New forms of control over women.

◦ Narrow educational gap between genders

◦  Integrate women into new economic, political, religious, and health systems

◦ Prepare and assist women to re-enter the new social system & become wage earners

◦ Provide women with certification & accreditation to participate in governance as teachers, nurses, religious leaders, business owners, politicians etc

Basic Education

◦  Primary & Secondary è Character formation and teaching

of 3Rs, preparation for higher education

◦  Home Economics and Skill Training è Self-financing

◦  Teacher Training è Produce women teachers/ school

administrators

◦  Health Education è Mid-wives and nurses

◦  Recruitment of Women into Religious Lifeè Leadership in

the Church �  Mapped women out in terms of eligibility in the colonial structure

}  Sisters were powerful models and motivators è I did not

hesitate to transfer the respect, love , and care I received

from them to my children and those with whom I work

}  The objective of the sisters’ education is discipline: this is

the key to my successful life.

}  Sisters gave every child, irrespective of ability or disability,

a good education in order to be a responsible citizen.

}  Giving confidence to students is very important; we challenge these young people to give their best and not to accept complacency because they live in the villages, and feel that they have little to offer to society.

}  We gave them responsibility in the school environment

to prepare them to take up leadership in society

}  Visiting girls’ groups in rural and urban areas was important means of building their self-esteem.

Solid foundation in Primary and Secondary education has led to: ◦  women in key leadership positions in African society ◦  formation of the Catholic Women’s Organization è strong

women’s voices in African Catholic Church Vocational Training Schools ◦  establishment of women’s cooperatives and women’s business

ventures. ◦  health education è healthy children makes a healthy nation