The Sex, Research & Resistance Podcast · The OU Research Group on Reproduction, Sexualities and Sexual Health

E7 Part 1: Navigating Girlhood: A closer look at the international development sector

·29 min·2 clips

Jane Doker explains why a 12-year-old managing a household in sub-Saharan Africa might not fit the 'girl' label.

This episode explores the concept of girlhood and its application within international development, hosted by Elizabeth Housecroft with guests Dr. Jane Doker and Dr. Alison Buckler from The Open University. Dr. Doker's PhD research focused on the agency and educational perspectives of marginalized girls in Zimbabwe, while Dr. Buckler has two decades of experience researching youth inclusion in education across multiple countries. The conversation critiques the simplistic use of the label "girl," referencing the Girl Museum's framing of girlhood as a socially constructed concept tied to power. Jane Doker notes that a 12 or 13-year-old managing a household in sub-Saharan Africa challenges standard age-based definitions. Alison Buckler describes research with Faith Mkwananzi in Zimbabwe, where young women associated periods of stability with the playful freedom of girlhood. A key tension is using the same term for young children and for teenage mothers, which complicates policy design. Dominant narratives in development assume a linear path where girls must stay in formal schooling to achieve a successful future. Doker argues this "get girls back to school" mantra often overlooks what individuals value at different life stages, such as earning a living after having children. Buckler highlights research showing young women in Zimbabwe follow diverse, non-linear career "constellations" rather than a standard trajectory. The discussion references scholar Relebohile Moletsane's writing on the "failed girl" narrative and Ida D's work on understanding early marriage and pregnancy choices. A surprising insight is that policies aiming to include girls in school can inadvertently exclude those who seek alternative pathways like vocational training. Buckler explains the difficulty in challenging the schooling narrative due to a lack of comparable data on the success of other educational routes. The guests note a neoliberal agenda frames girls as responsible for solving development problems through education, creating a burdensome narrative. Doker observes that in contexts like Zimbabwe, where formal graduates struggle to find jobs, the perceived value of schooling diminishes. The tone is academic and conversational, focused on deconstructing terminology and sharing field research experiences. It is an educational dialogue that critically examines development practice from an insider perspective. This episode would deeply interest researchers, students, and practitioners in international development, education, and gender studies. Listeners seeking a broad introductory overview or actionable policy solutions might find the theoretical discussion too niche.

As heard by us

A careful look at girlhood, transition, and education in international development.

PlayNext frames this episode around girlhood, adolescence, and transition in international development, with Elizabeth Housecroft alongside Dr. Jane Doker and Dr. Alison Buckler.

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Why you'd press play

You want development talk that checks how girlhood gets defined.

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