An answer to everything? Four framings of girls' schooling and gender equality in education
An answer to everything? Four framings of girls' schooling and gender equality in education
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DOI：
10.1080/03050068.2023.2202374
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发表时间：
2023
影响因子：
3.3
通讯作者：
Unterhalter E
中科院分区：
文献类型：
--
作者：
Unterhalter E
女童教育作为解决一系列问题的办法得到了广泛推广。这篇文章描绘了构成这一提法的四个关键思想。首先，这是一种与狭义干预相联系的技术理性主义方法，在这里被称为“什么管用”。其次，概述了一种更规范的参与，称为“重要的是什么”，探讨女童教育如何成为扩大和捍卫权利、支持女权主义或非殖民主义进程的一部分。第三，一种名为“组织混乱”的方法着眼于女童教育被欺骗性和伪善地用来掩盖不公正权力的长期存在的方式。最后，一种名为“什么是联系”的方法绘制了与建立联系和协调认识论有关的过程图，这四个框架的影响被考虑到发展关于女童教育和性别平等的讨论以及比较教育的方法。
Girls’ education has been widely promoted as the answer to a wide range of problems. This article maps four key ideas that have framed this formulation. These are firstly, a techno-rationalist approach linked to narrowly defined interventions, termed here ‘what works’. Secondly, a more normative engagement is outlined, termed ‘what matters’ which explores how girls’ education is part of processes to extend and defend rights, support feminism or decoloniality. Thirdly, an approach termed ‘what disorganises’ looks at the ways in which girls’ education has been used deceitfully and hypocritically to mask the perpetuation of unjust power. Lastly, an approach termed ‘what connects’ maps processes associated with building connections and epistemologies of co-ordination The implications of these four framings are considered for the development of discussions on girls’ education and gender equality and methods in comparative education.