Education As “Voice” In Abi Dare’s The Girl with The Louding Voice

Abstract

All children, particularly those born in low-income households, need to be empowered to fulfil their purpose in life. While there are many pathways to transformation, education remains the most reliable route out of illiteracy, poverty, destructive superstition, and other forms of limitation. This paper is a critical examination of Abi Dare’s The Girl With the Louding Voice, using the intersectionality theory. Intersectionality theory provides a framework for understanding how overlapping systems of oppression affect individuals. Specifically, the study focuses on the intersections of gender, age and class and how these categories intensify the marginalization of the protagonist, Adunni and other women in the text. The analysis reveals the devastating effects of abuse, domestic servitude, gender inequality, sexism and child marriage, while also highlighting the liberating power of education and resilience. The study finds that education empowers Adunni to find her voice, enables her to challenge oppressive structures and also advocate for others in her community. By foregrounding the interconnected nature of gender, age and class oppressions, this study contributes to broader discussion on the role of literature in revealing the experiences of marginalized groups and emphasizes the empowering role of education in challenging systemic inequalities.