Gender and Education for All: Progress and Problems in Achieving Gender Equity

Autor/inn/en	Chisamya, Grace; DeJaeghere, Joan; Kendall, Nancy; Khan, Marufa Aziz
Titel	Gender and Education for All: Progress and Problems in Achieving Gender Equity
Quelle	In: International Journal of Educational Development, 32 (2012) 6, S.743-755 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2011.10.004
Schlagwörter	Violence; Females; Educational Attainment; Foreign Countries; Sex Fairness; Gender Issues; Educational Experience; Gender Bias; Case Studies; Comparative Analysis; Comparative Education; Educational Discrimination; Gender Discrimination; Social Discrimination; Equal Education; Social Justice; Educational Development; Barriers; Program Effectiveness; Access to Education; Bangladesh; Malawi + Suchen Sie Ihr Suchwort? Gewalt; Weibliches Geschlecht; Bildungsabschluss; Bildungsgut; Ausland; Sexualaufklärung; Geschlechterfrage; Bildungserfahrung; Geschlechterstereotyp; Case study; Fallstudie; Case Study; Vergleichende Erziehungswissenschaft; Soziale Benachteiligung; Soziale Schließung; Soziale Gerechtigkeit; Bildungsentwicklung; Education; Access; Bildung; Zugang; Bildungszugang; Bangladesch
Abstract	The paper explores the effects of rapid increases in gender parity in primary schooling in Bangladesh and Malawi on gender inequities in schools and communities. Based on an analysis of comparative case studies of marginalized communities, we argue that educational initiatives focused on achieving gender parity provide limited evidence that girls' educational experiences modeled significantly different gender norms than in communities, or that by being educated, girls experienced a transformation of the inequitable gender relations they faced in society. The data illustrate persistent gender discrimination related to educational attainment and learning, and gender-based violence in schools. These patterns of gendered discrimination and violence largely mirrored those that girls and boys experienced in their homes and communities, raising important questions about the transformational capacity of current gender parity and schooling models. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10