The process of conformation in Eastern African education : A discourse analysis of gender equality in Eastern African educational policy documents

In this study, we will carry out a discourse analysis on gender equality in Eastern African educational policy documents. We have chosen to investigate policy documents from Kenya, Tanzania and Uganda, since these countries share a common cultural and colonial heritage. The Eastern African process on enhancing gender equality in education is of great interest to investigate in an educational study since the work on improving gender equity is still quite undeveloped in this region. In addition, these countries have all signed the Millennium Declaration, which obligate the participating countries to reduce gender disparities in education and provide universal primary education to all children. Our aim is to analyse and compare different aspects of gender equality in these Eastern African policy documents. In order to do so, we have synthesised critical discourse theory with pedagogical methods. Focus is going to be aimed on the interrelationship between ideas of gender, education, state and society within the different discourses and how these affect the distribution of power. This study concludes that there is several common interregional gender discourses embedded in the policy documents, although some national differences has been determined. Our study does also acknowledge that gender and educational policies are globalised. East African gender discourses have conformed to international educational norms and values. This process has resulted in a uniform acceptance of ideas and strategies on how to eradicate gender disparities in education