THE WOMEN OF AGABAGAYA: EDUCATION AND POST-DEVELOPMENT THEORY

Oct 15, 2026

Snapshot ethnography conducted in Uganda with the Agabagaya Women’s Group examines how women exchange knowledge to strengthen community life. Applying post-development theory and Freire’s critical theory, the study argues that international development’s emphasis on women’s education can be undermined when imposed initiatives restrict women’s capacity to share meaningful, locally grounded knowledge. The article presents the research context, outcomes, ethical dilemmas, and reflections on how education operates within a development framework informed by post-development theory.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Research Context

Theoretical Context: Post-Development Theory

THE WOMEN OF AGABAGAYA: EDUCATION AND POST‐DEVELOPMENT THEORY Melanie D. Janzen University of British Columbia This article describes a snapshot ethnography conducted in Uganda with the Agabagaya Women’s Group. The purpose of the study was to explore how women share knowledge among themselves to support their communities. Using post‐ development theory and Freire’s critical theory as a lens, I argue that although international development is often focused on women’s education, imposed develop‐ ment initiatives may actually hinder women’s ability to share meaningful knowledge. I conclude with a discussion of key points and how they relate to education within a context of development and within post‐development theory. Key words: international development, post‐development theory, women’s education, snapshot ethnography Cet article présente une brève étude ethnographique de l’Agabagaya Women’s Group de l’Ouganda. L’auteure analyse comment les femmes mettent leurs connaissances en commun au profit de leurs communautés. Utilisant la théorie du postdéveloppement et la théorie critique de Freire, elle soutient que, même si le développement international est souvent axé sur l’éducation des femmes, les initiatives de développe‐ ment imposé risquent d’entraver l’aptitude des femmes à partager des connaissancessignificatives. L’auteure termine en expliquant le lien entre ses résultats principaux et l’éducation dans le contexte du développement et à la lumière de la théorie du postdéveloppement. Mots clés : développement international, théorie du postdéveloppement, éducation africaine, ethnographie. ________________________ CANADIAN JOURNAL OF EDUCATION 31, 1 (2008): 8‐31 I had been a classroom teacher for almost a decade when I had the opportunity to volunteer with the Canadian Teachers’ Federation to work alongside Ugandan teachers for a four‐week summer project. During this experience, I observed how women influence education, both formally and informally. I noticed the tremendous burden on women in their many roles, such as mothers, teachers, health‐care providers, activists, community supporters, and food producers. I noticed the incredible importance that women play in their communities and marveled at the immense responsibilities they hold. I questioned my own position as a white, middle‐class, Canadian woman working in a developing country, and was intrigued by how my whiteness was perceived by some Ugandans. And, inevitably, I began to question the role of international development itself. What is meant by international development, who decides where and how development projects pro‐ ceed? What are the implications of these projects for women? That is, do development projects support local women or do they undermine local initiatives and usurp local ways of knowing? These questions drove me back to university to pursue further studies and to consider issues such as gender, race, education, community, and global development. What I offer here is a slice of the culminating research project that I completed for an interdisciplinary Master of Arts in Education and Women’s Studies. Since this research journey began, and I continue to pursue further studies, I recognize how my thinking has changed about some of the issues and theories I grapple with here. I recognize that these are difficult ethical issues with few clear‐cut answers, yet, I feel that this story is worthwhile and important to tell. I hope that it may contribute to the readers’ understandings of the significance of women’s knowings, the complexities and contradictions of education within a development context, and the benefits and limitations of post‐development theory. Finally, it is important to mention the ethical dilemmas that I faced, including my position as a white, middle‐class, Canadian researcher in a Ugandan community, and perceptions of whiteness (mine and others’), although thoroughly explored elsewhere (Janzen, 2005) are not included here

FAQs

What does the Agabagaya Women’s Group study focus on?

It focuses on how women share knowledge among themselves to support their communities and themselves.

Which theoretical lenses guide the argument?

The study uses post-development theory and Freire’s critical theory to analyze development initiatives and knowledge sharing.

How does the article view international development’s approach to women’s education?

It argues that although international development often targets women’s education, imposed initiatives may hinder women’s ability to share meaningful knowledge.

Oct 15, 2026

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