Bush Allowance: A Phenomenological Study on Sexual Exploitation of Schoolgirls by Male Teachers in Rural Schools in Northern Ghana

Abstract

In a patriarchal society like Ghana, the gendered hierarchy and socially accepted views of masculinity and femininity have permeated the school environment, thereby making Ghanaian schools the prime site not only for the construction of gender identity but also for reinforcing existing gender relations that are built on socially sanctioned inequalities. The effect of gender hierarchy in the school environment is particularly severe in rural Ghana where sexual exploitation of girls in schools is threatening to undermine recent gains in the girl-child education. A distinct evolution of such gendered pattern of abuse has been brought to the fore by the Ghanaian media in a phenomenon called bush allowance. This phenomenon primarily refers to the situation where some male teachers in Ghana accept postings to villages because of opportunities to have sexual relations with schoolgirls, as incentives for enduring the hardships of rural life. The practice of bush allowance begs two legitimate questions: what are its causes and how could it be addressed effectively? This phenomenological study explored these questions using qualitative research methods and found that gendered hierarchical socio-economic structures (poverty, expectations of femaleness, impunity, irresponsible parenting, etc.) underline bush allowance. The study also found that although the exploitation of rural schoolgirls occurs in contexts where it is often viewed as normal, this abuse has profound implications for affected girls, including school dropout, pregnancy, and psychological trauma, among others. The study, therefore, proposed to enhance and expand current girl-empowerment strategies in Ghana to enable girls confront sexual exploitation.

Key words: Bush allowance, education stakeholders, empowerment, girl-child, power