Gender Education And Equality In A Global Context

Focusing on gender equality by exploring the interrelations between gender, education and poverty, this work demonstrates a range of methodological frameworks for analysing gender and education with a development context.

This book discusses equal opportunity for education in a global context. Research findings from all over the world, including Africa, Asia, Australia, Europe and North America are presented. Wilson and Erskine have compiled chapters addressing current gender issues as well as specific problems facing policy makers and professionals alike.

Drawing on case-study research that examined initiatives which engaged with global aspirations to advance gender equality in schooling in Kenya and South Africa, this book looks at how global frameworks on gender, education and poverty are interpreted in local settings and the politics of implementation. It discusses the forms of global agreements in particular contexts, and allows for an appraisal of how they have been understood by the people who implement them. By using an innovative approach to comparative cross country research, the book illuminates how ideas and actions connect and disconnect around particular meanings of poverty, education and gender in large systems and different settings. Its conclusions will allow assessments of the approach to the post-2015 agenda to be made, taking account of how policy and practice relating to global social justice are negotiated, sometimes negated, the forms in which they are affirmed and the actions that might help enhance them. This book will be valuable for students, researchers, academics, senior teachers, senior government and inter-government officials and senior staff in NGOs working in the field of education and international development, gender, poverty reduction, and social development.

This book grounds the education of women and girls in the realities of their lives and experience in diverse areas of the developing world. Moving beyond the previous emphasis on access to education to problematise its content and the way it is experienced, the case studies range from the Arakambut of Peru to the changing experience of racialised education in South Africa. The contributors take issue with the World Bank's view that the education of girls and women is important primarily as a cost-effective mechanism for making women more economically productive. Including an overview chapter on the impact of structural adjustment on education throughout Latin America and Africa, the book provides detailed information on Sri Lanka, Nepal, Pakistan, Malaysia, Papua New Guinea, Peru, Ethiopia, Tanzania, South Africa, Niger and Mauritius. It meets the urgent need to understand the education of women and girls in their economic, political and cultural contexts.

Raising awareness among stakeholders and institutions to recognise the importance of gender inequality throughout the world and its various implications – especially on education and health – Gender Inequality and its Implications on Education and Health provides strategies to achieve gender equality.

Investigates the often controversial relationship between gender, equality and education from international and comparative perspectives. This volume also investigates whether gender equality in education is really being achieved in schools around the world or not.

Persuasive evidence demonstrates that gender equality in education is central to economic development. Despite more than two decades of accumulated knowledge and evidence of what works in improving gender equality, progress on the ground remains slow and uneven across countries. What is missing? Given that education is a critical path to accelerate progress toward gender equality and the empowerment of women, what is holding us back? These questions were discussed at the global symposium Education: A Critical Path to Gender Equality and Women's Empowerment, which was sponsored by the World Bank in October 2007. Girls' Education in the 21st Century is based on background papers developed for the symposium. The book's chapters reflect the current state of knowledge on education from a gender perspective and highlight the importance of, and challenges to, female education, as well as the interdependence of education and development objectives. The last chapter presents five strategic directions for advancing gender equality in education and their implications for World Bank operations. Girls' Education in the 21st Century will be of particular interest to researchers, educators, school administrators, and policy makers at the global, national, regional, and municipal levels.

Gender Equality in a Global Perspective looks to discuss whether Gender Equality can be adopted as it has been defined in international documents anywhere, or whether it needs to be adapted in a more local context; discuss which factors and perspectives need to be taken into account when adapting Gender Equality to specific contexts; suggest research approaches for studies on whether a universal (Western) concept of Gender Equality fits in certain specific contexts; and finally suggests challenges to the existing interpretation of Gender Equality (e.g., theory of intersectionality); and the development of legal and policy framework. This book is situated within the tradition of comparative gender studies. While most other such books take up and compare various ways of implementing (or not implementing) gender equality, this book studies and compares whether or not (and to what extent) a specific definition of Gender Equality (GE) could be adopted by various nations. Thus, all chapter contributors will engage with the same definition of GE, which will be presented within the book, and discuss the possibilities and constrains related to applying such a definition in their particular national context. The readers will learn about the problems of applying a universal concept of Gender Equality and the possible reasons for and modes of adapting Gender Equality to different contexts. Gender Equality in a Global Perspective looks to maintain a critical and reflexive stance towards the issues raised and will seek to present multiple perspectives and open-ended answers. As such it hopes to contribute to the international discussion of human rights more broadly and Gender Equality specifically. The intended audience is not limited only to but will include policy makers, scholars and students with an interest in Gender issues, Organizational Theory, Political Science, Human Development, Policy Analysis, Globalization and other management sub-disciplines.