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ABSTRACT
The central focus of this study was to re-examine the socio-cultural constructs that limit girl child education from the lens of ethics. In other words, the study was aimed at underscoring the ethical perspectives or dimensions to the limitations of girl child education and survival in the Nigerian context. By ethical perspectives, the study made attempts to establish the fact that the girl child is also human with full human characteristics as the boy child. Thus a denial of one benefit (one as important as Education) from one sex, is not only unjust but as well inhuman. The study explicated several examples of Girl-child repression majorly from the traditional home-front. The study debunked the idea of supporting girl child education for its extrinsic reasons rather than its intrinsic reasons. The study however reported that there have been some major steps by government and international bodies in this direction, but however, more needs to be done (in terms of enactment of laws and educational supports) for the girl child to be at par like every other human being (such as the boy child). The study in the course of research examined many conventions and laws both foreign and local bothering on the issue of Girl Child education. The study was able to explicate the ethical dilemmas plaguing these laws in general and how it could afflict the prospects of the girl child breaking free from those socio-cultural constraints that tend to hold her down. The study attempted to carry out these findings using philosophical tools of research such as Conceptual Analysis, Phenomenology and others. The study came to a conclusion with several recommendations of which was one was that, government should enforce girl-child related laws and make stiffer penalties for offenders.
