BARRIERS TO GIRL CHILD EDUCATION IN NGWA LAND: A HISTORICAL ANALYSIS 1990-2020
Abstract
This study examines the historical barriers to girl child education in Ngwa land between 1990 and 2020, situating them within the wider Nigerian struggle for gender equality and development. The research highlights how cultural traditions, economic hardship, and institutional neglect combined to limit girls’ access to education, while also analyzing the transformative role of education in reshaping women’s political, economic, and social participation. Using a historical-analytical approach, the study draws upon both oral traditions and secondary sources to reconstruct the dynamics of girl child education in Ngwa society. It underscores the influence of traditional institutions such as the Umuada and women’s congresses, alongside modern agents including non-governmental organizations, religious groups, and political parties. Findings reveal that while entrenched patriarchy and socio-economic challenges persisted, education empowered Ngwa women to achieve greater political participation, economic emancipation, and advocacy for gender equality. The work contributes to the historiography of gender studies in Nigeria by situating Ngwa women within broader debates on education, development, and social change
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