By Amatesiro Dore
Hajara Usman lived in a world without Facebook, Twitter and other platforms for social media activism. At the time of her untimely death, in 1998, she was a celebrated doyen of women rights in northern Nigeria and the global Islamic world. Nowadays, her namesake is a popular Hausa movie industry, Kannywood, actress and a search on Google reveal scant information about her inspiring and groundbreaking works in the areas of human rights, feminism and sexual reproductive health.
From her undergraduate days at the Ahmadu Bello University, Zaria, where she began her activism and subsequently became a two-time national secretary of the first post-independence feminist organisation, Women in Nigeria (WIN), to her last duty at Istanbul where she was attending The Feminism in the Muslim World Leadership Institute, Mallama Hajara Usman epitomised the resilience of northern Nigerian women in the fight against cultural and religious oppressions. In 1996, she co-founded the BAOBAB for Women’s Human Rights, alongside Ayesha Imam, and the organisation has received international awards and recognition.
In 2009, her university mate and founder of INCRESE, Dorothy Aken’Ova, instituted the Hajara Usman Girls’ Leadership Programme in celebration and continuation of her legacy. Since then, hundreds of adolescents have received and graduated from a year-long training and mentorship sessions, every Saturday, at the Minna office complex of the International Centre for Sexual Reproductive Rights (INCRESE).
The Hajara Usman Girls Leadership Programme (Class of 2017) comprises of younger and older adolescents from public secondary schools in Minna such as the Maryam Babangida Girls Science College, Zurumai Model School, Army Day Secondary School, Day Secondary School, Minna; Bosso Secondary School, Model Day Secondary School, Government Girls Secondary School, Airport Road; Government Girls Day Secondary School and other institutions and families, in Minna, who nominated and approved the participation of their wards and children.
Recently, on Saturday, August 19, the Smart (younger adolescents, ages 11 – 13) and Success (older adolescents, ages 14 – 19) Classes of 2017 gathered at the office of INCRESE to learn and interact with a group of Peer Educators from the Class of 2016 (Ahmad Rabiu, 19; Charity Lawal, 17; Ruth Unukhaso, 17; and Felicity Tume, 13). The sessions were moderated by the experienced staff of INCRESE such as Grace Gara, Usman Ahmed Abdulkadir, Ben Tume, Ladi Dili, Temple Anselem Okoye, Samson Aken’Ova and Gabriel Anthony.
First, the participants arrived in twos and groups, in their conservative Saturday wears: hijab wearing females, boys in play clothes and non-hijab wearing children from non-Muslim backgrounds. Some came from boarding houses, school hostels, parental homes and the homes of relatives. After months of congregating to learn, they had become familiar with their tutors and classmates, chatting among themselves and catching up with the activities of the ending week.
The interactive sessions began at nine a.m. with a recap of the lessons from the previous Saturday: communication skills. The Peer Educators from the Class of 2016 led the conversations about Active Listening Skills: establishing eye contact, listening without interruption, listening without thinking of a response, listening with appropriate body language et al); using the “I” statement to express yourself; paraphrasing what the speaker is saying in order to ensure understanding; boldness; knowledge about the subject matter; expressing honest feelings without putting the other person down…
The recap also included barriers to effective communication such as Sender’s Barrier, with examples like manner of speech, the complexity of the message, use of technical terms, body or facial expressions that do not match speech. They remembered that Listener’s Barrier includes not listening, impatience, interrupting the other person, changing the subject, calling the other person names etc.
The participants had also learnt how to improve communication and factors that can cause a difference in meaning. After the recap, it was evident that the participants had thoroughly digested the lessons from the previous week. And if they didn’t, the End of Month, Quarterly and Final Evaluation tests would drum the lessons back into their eager minds.
Ironically, “Leadership” was the topic scheduled for August 19, 2017. After the participants provided definitions of “Leadership”, they received the approved text: leadership is the ability of an individual or organisation to lead or guide other individuals, teams, or an entire organisation. The classes got excited during the discussion of the types of leadership. Conversations about Autocratic and Authoritarian Leaders generated laughs and comic reactions. Participative or Democratic Leadership drew a comparison about Nigeria and the state of the nation. It revealed the profound political awareness of the participants and showcased the minds of promising political juggernauts. The pronunciation of Leissez’ faire (or free rein leadership) elicited animated responses. Speaking French in a Hausa-speaking environment is a subject for another article. It added colour to the interactions, generated side-talks and mischievous faces. Task-Oriented leadership was also discussed and somehow the conversation ventured into the politics of language: the class of older adolescents had a heated conversation about “unwanted” pregnancy…at the end, it was mutually agreed that a pregnancy may be “unplanned” or “unprepared for” and that the term “unwanted” sounded derogatory.
At the class of the younger adolescents, conversations about whether leaders are born or made generated so much incredulous responses that left the facilitators holding their stomach from exploding as a result of laughter. It was resolved that leaders are “made” and not “born” even if they were born into royal households.
The classes rounded up with lessons about the qualities of effective leadership (1. A good leader must work with principles that uphold human rights. 2. Leaders and Followers must treat everyone with respect. 3. Leaders are obligated to ensure everyone enjoys their rights to the fullest. 4. Everyone must be a first class citizen. 5. Followership has a responsibility accompanying every right and privileges). They also learnt about the values of ethical leadership: integrity, transparency, accountability, gender equality, autonomy and choice. The participants also brainstormed on the following questions: Are there leaders without followers? Are there followers without a leader? Can a leader become a follower? Can a follower become a leader?
The sessions ended with light refreshments for participants and facilitators, informal conversations and chats about current affairs and recent happenings in Minna like the visit of the Acting President, Professor Yemi Osinbajo, to the State during the preceding week.
Finally, the participants received their transportation stipends. Some left and others remained behind for drama rehearsals. Once a year, during the leadership training programme, participants visit neighbouring rural communities to present songs, poems and drama that preach against early/forced marriages and other societal ills.
Mallama Hajara Usman may be dead but her legacy continues to transform the lives of the participants being fashioned into leaders by the staff and supporters of INCRESE.
