This paper discusses how gendered norms, poverty, and displacement interact to influence the educational participation of girls in Internally Displaced Persons (IDP) and refugee settings in Kenya. The study used a feminist capability framework to analyse the structural, socio-cultural, and psychosocial barriers to female education. A sample of 341 participants across four schools, namely, Runyu Primary School, Hagadera Central Primary, Malakal Primary, and Somalia Bantu Mixed Secondary School, was utilised. The study collected data from ten different stakeholder groups, including School Governance and Management, school children-boys, school children-girls, teachers, parents, Parent-Teacher associations (PTA), para-social workers, Camp leaders, and governance and national and local government officials. Data was analysed using Dedoose software version 10.0.59 through inductive and deductive thematic coding. The study findings are presented in verbatim quotes to ensure the originality of the voices of participants. The findings revealed that the major challenges to regular school attendance for the girls included menstrual insecurity, early pregnancy, and household labour. These were enhanced by patriarchal norms that place greater value on boys’ schooling. However, parents, teachers, and community leaders observed that there is a gradual shift in recognising girls’ education as an asset for household welfare and social advancement. The study concludes that gender transformative pedagogies, including Tuseme ("Let Us Speak Out"), can enhance girls’ confidence, leadership, and participation, especially when supported with inclusive school environments and active community engagement. These insights contribute to ongoing global conversations on gender, displacement, and educational justice in the context of the crisis.
Otwori et al. (Sun,) studied this question.