Girls’ Schooling, Gender Equity, and the Global Education and Development Agenda: Conceptual Disconnections, Political Struggles, and the Difficulties of Practice
Girls’ Schooling, Gender Equity, and the Global Education and Development Agenda: Conceptual Disconnections, Political Struggles, and the Difficulties of Practice
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女童就学、性别平等与全球教育与发展议程：观念脱节、政治斗争与实践困难
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
A. North
中科院分区：
文献类型：
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作者：
E. Unterhalter;A. North
本文回顾了十年来关于女童入学和性别平等的全球发展议程的政治和分析讨论。它考虑了全球议程的目的和可实现性的斗争，并试图扩大框架，以超越入学和入学方面的性别平等。本报告以一个采取妇女权利办法的全球非政府组织的案例研究为基础，说明即使在最好的组织环境中，实现将教育与其他形式的增强权能联系起来的妇女权利议程是多么困难。参加联合国女童教育倡议十年工作审查会议的批判性思考证实了这些困难。然而，结论虽然承认存在多个行动地点、沉默和变革议程减弱等问题，但却指出，与十年前相比，概念词汇更丰富，行动者范围更广，战略方向更明确。
This article reviews ten years of political and analytical discussions regarding the global development agenda on girls’ schooling and gender equity. It considers struggles over the purpose and realizability of the global agenda, and attempts to widen frameworks to go beyond gender parity in access and enrollment. Drawing on a case study of one global NGO that took a women’s rights approach, it shows how difficult it has been, even in the best kind of organizational environment, to realize a women’s rights agenda that linked education to other forms of empowerment. These difficulties are confirmed by critical reflections on participation in the conference convened to review ten years of the work of the United Nations Girls’ Education Initiative (UNGEI). However, the conclusions, while acknowledging problems of multiple sites of action, silences, and the attenuation of transformatory agendas, nonetheless point to a richer conceptual vocabulary, a wider range of actors, and clearer strategic orientation than a decade ago.