By Shailaja Fennell, Madeleine Arnot
The Millennium improvement targets objective to accomplish simple schooling for all by way of 2015. yet can such worldwide agendas deal with nationwide and native gender inequalities and may they empower girls via schooling?
This thought-provoking publication bargains a chance to interact significantly with latest and emergent conceptual frameworks and methodological methods to this international debate. it's divided into 3 sections that:
reconceptualise the definitions of gender equality utilized by quite a few social clinical disciplines, foreign firms and coverage makers;
illustrate the methodologies used to gather the voices of younger women and men and their academics telling tales in their good fortune in lifting the burdens of poverty and negotiating conventional gender kin;
trace the effect of world gender agendas on nationwide schooling regulations, corresponding to citizenship schooling, poverty relief concepts, and feminist activism round grownup women’s studying.
Gender schooling and Equality in an international Context is a useful advent to the variety of conceptual frameworks and cutting edge learn equipment that tackle problems with gender schooling and improvement.
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Additional resources for Gender Education and Equality in a Global Context: Conceptual Frameworks and Policy Perspectives
Example text
It would also appear 38 S. Fennell that, while human capital theory emphasises the economic benefit of education to the individual and the economy, it downplays the fact that the social returns to education are very difficult to estimate (Bennell 2002) and ignores the impact of social class, religion or ‘race’ on the opportunity to invest in education. It is not clear what might be the necessary and sufficient conditions to overcome these social markers (Schulz 1961; Becker 1962). Consequently the model lacks an understanding of the role which social class plays in facilitating or impairing the effectiveness of human capital when individuals attempt to secure a foothold in the labour market (Bowles and Gintis 1975).
Fennell that, while human capital theory emphasises the economic benefit of education to the individual and the economy, it downplays the fact that the social returns to education are very difficult to estimate (Bennell 2002) and ignores the impact of social class, religion or ‘race’ on the opportunity to invest in education. It is not clear what might be the necessary and sufficient conditions to overcome these social markers (Schulz 1961; Becker 1962). Consequently the model lacks an understanding of the role which social class plays in facilitating or impairing the effectiveness of human capital when individuals attempt to secure a foothold in the labour market (Bowles and Gintis 1975).
Reader, S. ’ Journal of Political Philosophy. 14, 3: 337–350. Robeyns, I. (2006) ‘Three modes of education: rights, capabilities and human capital’, Theory and Research in Education, 4, 1: 69–84. Rose, P. ’ International Journal of Educational Development, 25, 4: 381–394. Sen, A. (1984) Resources, Values and Development, Oxford: Blackwell. Sen, A. (1990) ‘Gender and cooperative conflicts’ in I. ) Persistent Inequalities, New York: Oxford University Press, pp. 123–149. Sen, A. (1992) Inequality Re-examined, Oxford: Clarendon Press.
