Tradition can simply be defined as a way of thinking, behaving, or doing that has been used by the people in a particular group, family or society.
Traditions usually in our African communities, societies and families shape the way a family or community is run daily.
The biggest challenge induced by tradition in our African setup is the belief and custom that men as superior beings to females -since it is believed that men are capable of carrying the family name from generation to generation than women and the girl child is often looked down upon and does not enjoy the same privileges as their male counterparts.
Families who expect girls to wake up at the crack of dawn to clean the house before leaving for school with the boy child held unaccountable for being of no help, still exist in societies.
Having such families in communities burdens the girl child with the responsibility to care for her siblings ensuring they are well kept, bathe, eat, sleep well and complete their homework, all this daily and at the expense of the girl child’s future in education. This mounts fatigue on the girl child making it harder for her to give in all educationally, thus altering their performance in school.
As the girl child grows older, responsibilities increase whilst study time shrinks further. Tradition places heavy expectations on girls, giving them motherly responsibilities from a tender age and in such families, the girl child’s ability to multitask is mandatory however, it is of little concern whether or not the boy child possesses this trait.
Tradition embeds a lack of self-esteem and confidence in the girl child, as little or no attention is given to her schoolwork but all the emphasis is placed on her ‘womanly’ duties. It makes the girl child feel inferior and that scars them for life. Revilla (1998) states that if a girl believes that no one cares, she too will stop caring about herself and her involvement in school. Bissoonauth, (2019) also states that 52 million girls are not in school in Africa, while 4 million will never step into a classroom compared to 2 million boys, this wide gap further demotivates the girl child.
Tradition believes that an educationally empowered lady falls far from being ‘submissive and will not perform her God-ordained duties of housework’. The African Education Trust, (N.D) sheds light on some customs such as opting to invest in boys and men when resources are limited to sponsoring only one child, placing the girl child as a second priority; sacrificing the girl child’s childhood by giving her up for early marriage to receive a bridal price to do away with poverty in the family and keeping girls uneducated as a high bride price is set for girls who are kept safe at home. These customs are all to keep women and girls in their ‘rightful place’.
The government should make it a point to implant policy makers, police officers and/or any other go-to people who are well-informed about the rights of the girl child, within reach in every community to make them accessible when required, especially in rural areas. Having an educated community and family makes individuals mindful of what they choose to say whether literally or subtly, what they choose to turn a blind eye to when they should be speaking out and how they act around the girl child, whether privately or in public. Change begins with you.
Educating communities, families and girls about their constitution as well as the Universal Declaration of Human Rights (1948) is critical and it includes the International Convention of Economic, Social and Cultural Rights (1966), the Convention against Discrimination in Education (1968) as articulated by Bagheritari & David (2013). This awareness shouldn’t just end in informing individuals about their rights but educating them on how they can be implemented and how to act when their rights are violated despite the efforts made to stand up for the girl child’s rights.
Making families and girls themselves aware of treaties such as the Convention of the Elimination of discrimination against women (CEDAW) which ties states to ensuring that gender equality in education is achieved (Raising awareness through social media and in-person, campaigns about the rights surrounding girls’ education is another solution.
That being said, solutions are present for every problem. Bissoonauth, (2019) suggests having religious and traditional leaders engaged in influencing families, communities, parliamentarians and decision-makers in communities, as they identify as gatekeepers of certain traditions and norms that are drivers of gender inequality.
By Tashinga Chiwomba
Interesting read. Honestly, a girl child shouldn’t be put under pressure, families still practicing this way of thinking need to be rehabilitated, encouraged and motivated to see the world differently.
In 2022, I had the privilege of traveling to different rural areas because of work, using Lesotho again, families living in the highlands are isolated from the world, from development, and as a result. It’s honestly difficult to expect them to suddenly see the world differently.
Nonetheless, I think the use of drama, debate, music are powerful tools that can be used to accelerate reaction, Entertainment to them still uses the Arts. Dance included.
I believe that also change should start from the top, not only families but because there is culture and tradition and we know that our parents and great grandparents look up to community leaders such as chiefs…I think mobilisation can start from there then it would be easier for elders to accept and see things in a similar way. There really needs be change within people and this should from each one of us, let’s start valuing our women more.