“Victims or game changers?”: Exploring adolescent girls’ agency in the context of locally led climate action in rural Zimbabwe

abstract

Over the past decade, Zimbabwe has experienced several climate-induced extreme events such as droughts, floods, heat waves and cold spells – all of which have challenged the education sector’s resilience to climatic shocks. At the same time, adolescent girls in rural communities continue to ‘fall through the cracks’ of education – failing to attend school, to stay in school and to complete a basic cycle of education. Climate change appears to be a limiting factor for girls in rural areas in addition to other barriers such as household poverty, distances travelled to and from school and gender-based violence. Based on a research study underpinned by human development, African feminist, and actor-oriented theory, this article explores the link between climate change and adolescent girls’ education in Ward 25 of Chivi District, an arid and remote rural region in southwest Zimbabwe. The study population consisted of rural, in-school, adolescent girls aged 10-19 years, whose families reside in or originate from the study area. Data was generated through a qualitative survey administered to twenty-one adolescent girls; sixteen key informant interviews with stakeholders at different levels; and eight focus group discussions (FGDs) with adolescent girls, adolescent boys, teachers and caregivers. Data was also generated through field notes, field observation, photography as well as drawings by adolescent girls. The findings highlight how climatic shocks pose challenges for adolescent girls’ education in rural contexts and the current and potential roles played by the adolescent girls and other actors in addressing climate change. By challenging the narrative that adolescent girls are victims of the climate crisis, this study positions adolescent girls’ agency as a game changer in locally led climate action.

keywords:

• agency
• adolescent girls’ education
• climate change
• gender
• resilience

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ellen Chigwanda

ELLEN CHIGWANDA is pursuing a PhD (Development Studies) with the Women's University in Africa (Zimbabwe), focusing on the dual relationship between climate change and adolescent girls' education in rural Zimbabwe. Ellen has a history of designing, leading and supporting adolescent girls' education initiatives in a number of countries, including Kenya, Malawi, Mali, Nepal, Rwanda, Zambia and Zimbabwe. She is a 2016 Echidna Global Scholar (Girls' Education) with the Washington DC based think tank, Brookings Insitution as well as a 2019 Obama Foundation Africa Leader. Currently, Ellen is an Advisor on the Education and Adolescent Empowerment technical team at CARE. Email: [email protected]

Patience Mutopo

PATIENCE MUTOPO is a Professor of Development Studies with research interests in gender research methodologies, gender theories, land and agrarian sciences, climate justice, sustainable livelihoods, policy and innovation processes. Patience holds a PhD from the University of Cologne, Germany and has worked in academia for more than a decade with the Centre for Development Studies at Chinhoyi University of Technology in Zimbabwe. Currently, Patience is the Director of Gender Mainstreaming, Inclusivity and Wellness in the Ministry of Environment, Climate, Tourism and Hospitality Industry in the Government of Zimbabwe. Email: [email protected]

Ngonidzashe Mutanana

NGONIDZASHE MUTANANA holds a PhD in Development Studies. He is a community development expert with over a decade worth of experience in contemporary social issues such as gender and women's empowerment, conflict management, as well as child abuse, rights and protection. Ngonidzashe has consulted with organisations such as UNICEF, AFRODAD, Emthonjeni Women's Forum in Zimbabwe, World Vision and SOS Children's Villages. Currently, he is the Coordinator of the Master's in Child Sensitive Social Policies in the Faculty of Social and Gender Transformative Sciences at the Women's University in Africa (Zimbabwe). Email: [email protected]