EDUCATION AS A TOOL FOR EMPOWERING AFRICAN WOMEN: CONFRONTING OBJECTIFICATION AND SUPPORTING SURVIVORS IN WOUNDING WORDS

Abstract

This study explores the transformative power of education in empowering African women to challenge objectification and support survivors of domestic violence in Evelyn Accad’s Wounding Words. The study is grounded in a feminist approach and draws on Objectification Theory as articulated by Fredrickson and Roberts (1997), which suggests that the societal objectification of women can lead to internalized oppression, self-objectification, and other negative outcomes. The study reveals that education can empower African women to recognize and resist objectification, develop critical thinking and self-awareness, and support survivors of domestic violence. Evelyn Accad’s Wounding Words examines issues of identity and self-awareness, highlighting how women negotiate these challenges and are often portrayed as “outsiders.” The study advocates the integration of gender-sensitive education, the provision of support services, and the promotion of community engagement. When women are empowered with knowledge, skills, and confidence, education becomes a catalyst for positive change, promoting women’s self-worth and fostering a safer society for all.