Child prostitutes in primary classrooms: voices from Ethiopia.

Unlike a tainted sports event, however, a childhood cannot be played again. We are children only once; and after those few years are gone, there is no second chance to make amends. In this respect, the consequences of unequal education have a terrible finality. Those who are denied cannot be "made whole" by a later act of government. (Kozol, 1992, p. 180)

This article deals with human desperation at its worst--the desperation of children who, through no fault of their own, live lives few of us can imagine. They are child prostitutes. The impetus for this article came through the senior author's work with the Office of Disaster Prevention and Preparedness and Labor and Social Affairs (DPP-LSA) in Dire Dawa, Ethiopia. This organization was commissioned to identify a large number of "marginalized" youth in an attempt to better understand the specific needs of increasing numbers of street children. Through informal discussions with children identified for this agency study, a subset of severely at-risk children quickly emerged--child prostitutes.

The voices of 10 female child prostitutes (ages 11-14) are shared herein, as heard through both individual and group discussions about education (undertaken in their native languages). Despite their circumstances, the girls unanimously convey their hopes for a better life through education. They also describe major barriers encountered in pursuit of that education. The article concludes with implications for supporting the education of children in crisis. It is hoped that the voices of these children will compel early childhood professionals throughout the world to work together toward building "alliances" to improve these conditions.

EDUCATIONAL BARRIERS FACED BY CHILD PROSTITUTES

As most teachers will attest, school can be a challenge at times, even to children with caring families, secure homes, and adequate financial resources. The girls interviewed for this project had none of these advantages. As with the prostitutes studied by Wondimu (1996), the majority of these children were either orphans or migrants who came from impoverished and, typically, single-parent homes. Furthermore, unlike children who come to school well-rested and ready to learn, these children often arrive after long nights roaming the streets or sitting on street corners, closely huddled against the night chill, hoping to be picked up by clients. When not in school, the children's daylight hours are generally reserved for recovering from nights of horror, spent in cramped corners of rooms rented from established prostitutes with pooled financial resources.

Those children in this study who made a decision to pursue an education used what small amount of money they earn from their "business" (sometimes, they get held from neighborhood benefactors) to purchase uniforms and required school supplies. Once in school, however, a number of other barriers emerge.

Meeting the Expectations of Teachers in the Classroom

For those children fortunate enough to attend school, their first days in the classroom generally posed major challenges. The girls indicated they were expected to perform equally with children who had permanent homes and guidance from a caring family. Additionally, they often encountered problems resulting from their lack of classroom materials. More specifically, because of their scarce funds, the girls often had to share one exercise book between two or three individuals. Teachers who expect each child to have her own exercise book, however, often regarded such sharing with contempt.

School absence is another obstacle to be overcome. The girls identified late-night activities with clients, illness from poor living conditions, diseases resulting from unprotected intercourse, and violent encounters with clients as the most frequent causes of absences. The girls suggested that teachers readily associated frequent absences with girls in "their business." Because of this, teachers were often unsympathetic to their struggle to better themselves through education. Also, since occupational hazards of prostitution are not conducive to study, the girls often performed poorly; the teachers often attributed this poor performance to "laziness."

Age expectation is yet another identified problem. Child prostitutes are often older than their classmates. Because of their age and size, they are often expected to be more mature and responsible than other students. One girl, for example, explained that her teachers frequently singled her out in front of classmates with such admonitions as, "Don't you feel ashamed when your classmates one-third your age know the answers?" Unable to meet such expectations, these girls are frequently sent to sit in the back of the room--the same seats often reserved for problem students. There, they are ridiculed by, and further alienated from, classmates.

When asked why teachers were so insensitive to their plight, several girls suggested that it might be teachers' lack of awareness concerning their occupational problems. Knowing the disdain teachers might have for such girls caught up in this occupation, most girls could not imagine ever sharing their problems with their teachers--who hold a position highly regarded in the culture. From the authors' discussions with the girls, it became evident that these children could be much more productive in school if teachers understood their plight and built upon their strengths in the classroom. For example, teachers could be more flexible and reasonable with their expectations by allowing girls to share exercise books and being more understanding of absences. The girls also indicated teachers could help them tremendously by providing them with more supportive in-school facilities. Such support, they suggested, might include: a small corner somewhere in the school equipped with books and materials, extra learning aids to help them keep up with classmates, and even small snacks (since regular meals for these girls are rare). Thus, the girls proposed that school clubs and parent committees get involved in raising the funds necessary to make these ideas a reality.

Behavioral Issues

Research suggests that child prostitutes, like the girls in our group, are frequently considered behavior problems in the classroom (Rafferty, 1998). Girls in our focus groups, for example, indicated that they often chew gum, draw pictures, and talk during class. One girl, struggling to finish her primary education, indicated, "One time I could not understand what the teacher was saying. I got frustrated and started humming music. For doing this, I was beaten by the teacher, who thought I was being disrespectful."

When most students misbehave, teachers usually work with the parents to find a solution. However, these girls often have no parents or guardians. Also, because of their shame, most girls indicate they are unlikely to share details of their situation with teachers. Those who do have parents left their families because of poverty or early marriage (in rural areas, girls are often married at ages 8-10). Those fleeing from abusive husbands fear that if their true background were known, they would be sent back to their husbands. To avoid this outcome, one girl explained, "I just tell teachers I do not have parents." In spite of such admonitions, however, teachers often take these kinds of statements as lies, as they tend to judge the girls by their well-groomed appearance. If the teachers were to extend an increased sensitivity to these students, the girls indicated that they would be more trustful and willing to share their situation.

Educational Site Selection

Because of the barriers described above, it might seem logical that these girls would pursue alternate forms of education (e.g., attending private or informal schools). Informal schools, such as "drop-in centers," are deliberately designed by nongovernmental organizations (NGOs) to provide education to children experiencing overwhelming barriers to formal schooling. Drop-in centers provide children with training in daily life activities, health and literacy education, and vocational training. These sites provide children with shower facilities and at least one healthful meal. Nevertheless, while these sites might sound ideal for such girls, the children we spoke with overwhelmingly chose public schools over drop-in centers. The girls believed that area residents often regard children attending drop-in centers as misfits. Several of the girls' comments revealed a number of problems with these schools. One girl, for example, stated: "What I need is knowledge.... I go to school because I want to change my life, not to end up feeling worse about myself.... [W]hen I approach the door [of a drop-in school], the neighborhood children call me 'whore!'" Public schools, they suggest, minimize harassment and stigmatization from the surrounding community. The girls further indicated that they tended to go to the drop-in centers only to take showers, eat, and get health advice, rather than for getting an education.

The girls identified additional problems associated with the education offered in drop-in centers. One girl, for example, indicated that some teachers in these centers degrade them even further. She stated, "... during the day, one of the teachers taught us how to prevent HIV/AIDS. At night, however, he was our customer." Next to the family, teachers are the most respected adults in Ethiopia. When teachers abuse their positions by taking advantage of vulnerable students, they further erode the girls' hopes of ever rising above their condition. Explaining her feelings about such teacher behavior, another girl added, "If teachers act this way, then there is nothing called education." Yet another offered, "I don't have any respect for my teacher, who tries to seduce me by promising a good grade if I give him what he wants." Still another stated, "I expected my teacher to punish boys who constantly harass me for a date. Instead, when I reported this situation, the teacher said 'Forget it' and 'Let's go out for dinner.' I knew for sure he had more than 'dinner' on his sick mind." Thus, while these programs might appear to address the special needs of these children in their charters, the girls we spoke with suggest the program's humanitarian goals are far from being met.

WHAT CAN THE WORLD'S TEACHERS DO TO HELP?

Addressing the specialized needs of child prostitutes is a challenge for any classroom--especially in Ethiopia, where class ratios average around 60-70 children to a teacher and the qualifications of most teachers are generally equivalent only to that of a high school education. Nevertheless, it is incumbent upon teachers in our global community to work together to ensure that children who are victims of abuse, such as those described here, do not also become children without an education (Duffield, 2001). Perhaps the most recurring theme of our conversations with these girls was that they saw education as their "only hope for getting out of this 'business.'" In light of the insights gained through our discussions with these children, we present the following recommendations for teachers.

In the Community

To help these girls become successful citizens, schools need to collaborate and network with NGOs in Ethiopia and local community organizations. Schools can make such contacts by networking with professional teacher organizations and the increasing number of Ethiopian colleagues at local universities. Community initiatives could involve raising public awareness regarding the sexual exploitation of children, developing plans and providing resources for reuniting these children with their families when possible, and assisting in such practical rehabilitation efforts as providing small amounts of credit for starting small legitimate businesses.

In the Classroom

In the classroom itself, teachers can help by providing the girls with formal and informal supplemental education. Rafferty (1998), for example, suggests that presenting lessons in short units (outside formal classrooms) could allow the girls to complete and master material in more manageable steps. Such modules could help children with erratic attendance keep up with the rest of the class. Rafferty also recommends that teachers assign less homework that requires the help of an adult.

Teachers also can prepare and issue more frequent report cards to the girls to help them remain motivated. Another advantage of this arrangement is that it provides the girls with a record they can use in the event they abruptly transfer to a new school. For any of the above recommendations to be successful, however, school personnel and teachers must have an understanding of and compassion for these children in desperate need (Rafferty, 1998).

Developing Professional Collaborations

Clearly, as the girls suggest, individual classroom teachers can begin to make a difference in these students' educational lives. However, this influence might have greatly expanded potential if global colleagues could bring their collaborative resources to bear on this escalating world problem (Sachs, 1994). Perhaps the greatest untapped collaborative possibility can be found within professional teacher organizations, such as the Association for Childhood Education International (ACEI). This worldwide organization, consisting of teachers of children from birth through adolescence, espouses a mission in support of the optimal growth and development of the world's children through education and advocacy. In support of its mission, national, state, and local affiliates of ACEI choose projects over the course of the year that advance ACEI's global mission. One such project might be to work with ACEI members from target nations in identifying collaborative classrooms that include children in challenging circumstances, such as the child prostitutes of Ethiopia. In working with these classrooms, affiliates could raise funds to support children who are identified as child prostitutes who stay in school. Prater, Sileo, and Black (2000) suggest that making sure these children continue to come to school is a crucial first step, as the school environment often can be the only source of stability in these children's lives. Scholarships at only a minimal cost could keep identified children in the classroom. Often, these children are kept from school because they cannot afford even the cost of required uniforms and assorted fees (a combined amount of about $35 per year). Clearly, such minimal costs are within the reach of professional organizations.

Another useful approach might involve teachers collaborating with advocacy organizations. Working within their professional organizations, teachers around the world can help address the need for keeping child prostitutes in school. Again, using ACEI as an example, the organization has consultative status with the United Nations, which has a long history of advocating for children. On November 20, 1989, for example, the United Nations General Assembly adopted the Convention on the Rights of the Child (which has yet to be ratified by the United States). Articles 37 and 34 of this landmark document state that "Children must not be tortured or suffer cruel, inhuman or degrading treatment or punishment (Article 37a)" and it forbids "the inducement or coercion of a child to engage in any unlawful sexual activity (Article 34a); the exploitative use of children in prostitution or other unlawful sexual practices (Article 34b); and the exploitative use of children in pornographic performance and materials (Article 34c)" (Convention on the Rights of the Child, 1990). Professional organizations with already-established child advocacy systems in place can be encouraged by their memberships to work together to address such continuing atrocities.

Given the girls' discussion regarding the importance of after-school programs, another service project might be to collect good-quality, used computers and minimal funds for consultants to train these girls in the use of computers. Over the past five years, the authors of this article have observed many elementary schools throughout Ethiopia. Of these, the authors found only three that had even one computer. With over 2,000 children attending school in shifts, it is obvious that very few children ever use a computer. The development of computer clubs could provide specialized training for these severely marginalized children, ultimately offering a highly marketable alternative to the lives these girls now live. With very minimal investment (e.g., providing good-quality "used" computers, which are in increasing supply in developed countries), these girls could learn the basic computer skills that might enable them to create business cards and wedding invitations, or learn how to create Web pages and newsletters, etc. These marketable skills eventually could lead to establishing a profitable small business. Just as technology education has changed the emerging economy of India in recent years, highly marketable computer skills appear likely to create many job opportunities for these girls (Szente & Hoot, 2004).

CONCLUSION

The voices of the children in this article echo those of millions of nameless children throughout the world who are currently being brutalized by a rapidly growing global business of child sexual exploitation. In 1959, the United Nations established the following general principle in addressing the issue of child exploitation in all of its forms:

The child shall enjoy special protection and shall be given opportunities and facilities, by law and by other means, to enable him/her to develop physically, mentally, morally, spiritually and socially in a healthy and normal manner and in conditions of freedom and dignity. In the enactment of laws for this purpose, the best interests of the child shall be the paramount consideration. (Principle 2, United Nations General Assembly's Proclamation of November 20, 1959)

Yet, nearly 50 years after adoption of this proclamation, one of the most consistent and egregious areas of exploitation of children--child prostitution--remains (Ebigbo, 2003). Without intervention and more productive collaboration, poverty in developing nations, exacerbated by famine, war, and escalating terrorism promises to expand this crime against childhood even further in the years to come (Women Aid International, www.womenaid.org, n.d.).

Thus far, international proclamations have been little more than paper promises that the world will protect its children. Child prostitution continues in countries like Ethiopia. While it is true that no one can solve this problem immediately, it is also true that teachers working together can begin to address the problem and begin to provide hope for at least a few. The following saying has never been truer: "You can be one person to the world. Or, you can be the world to one person."

References

Duffield, B. (2001). The educational rights of homeless children: Policies and practices. Educational Studies (American Educational Studies Association), 32(3), 323-36.

Ebigbo, P. O. (2003). Child abuse in Africa: Nigeria as a focus. OMEP, 35(1&2), 95-113.

Kozol, J. (1992). Savage inequalities: Children in America's schools. New York: HarperPerennial.

Office of the High Commissioner for Human Rights. (n.d.). 1990 Convention on the Rights of the Child. Retrieved October 6, 2005, from www.unhchr.ch/html/menu3/b/k2crc. htm

Office of the High Commissioner for Human Rights. (n.d.). November 20, 1990 Declaration of the Rights of the Child Proclaimed by General Assembly resolu tion 1386(XIV). Retrieved October 6, 2005, from www.unhchr.ch/html/menu3/b/25. htm

Prater, M. A., Sileo, T., & Black, R. (2000). Preparing educators and related school personnel to work with at-risk students. Teacher Education, 23(1), 51-64.

Rafferty, Y. (1998). Meeting the educational needs of homeless children. Educational Leadership, 55, 48-52.

Sachs, A. (1994). The last commodity: Child prostitution in the developing world. World Watch, 7, 24-27.

Szente, J., & Hoot, J. (2004). A cyber ray of hope for Ethiopian children. Childhood Education, 80, 295-299.

Women Aid International. (n.d.). Trafficking: Sub Saharan Africa. Retrieved October 2, 2005, from www.womenaid.org

Wondimu, H. (1996). Psychosocial aspect of child prostitution. A peek at an increasing social problem in Ethiopia. Unpublished manuscript.

Selamawit Tadesse is a Ph.D. candidate, The State University of New York at Buffalo. James Hoot is Professor, Early Childhood Education, and Director, Early Childhood Research Center, Department of Learning and Instruction, State University of New York at Buffalo.