國立虎尾科技大學 |

Girls' education as a means or end of development? A case study of gender and education policy knowledge and action in The Gambia.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Girls' education as a means or end of development? A case study of gender and education policy knowledge and action in The Gambia./
Author:	Manion, Caroline.
Description:	1 online resource (360 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 73-08, Section: A.
Contained By:	Dissertations Abstracts International73-08A.
Subject:	Girls. -
Online resource:	click for full text (PQDT)
ISBN:	9780494778753

Girls' education as a means or end of development? A case study of gender and education policy knowledge and action in The Gambia.
Manion, Caroline.

Girls' education as a means or end of development? A case study of gender and education policy knowledge and action in The Gambia. - 1 online resource (360 pages)

Source: Dissertations Abstracts International, Volume: 73-08, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2011.

Includes bibliographical references

Girls' education has been promoted by the international development community for over two decades; however, it has proven harder to promote gender equality through education than it has been to promote gender parity in education. Of significance is the global circulation and coexistence of two competing rationales for the importance of girls' education: economic efficiency and social justice. The cost of ignoring how and why Southern governments and their development partners choose to promote girls' education is high: an over-emphasis on economic efficiency can mean that the root causes of gendered inequalities in society remain unchallenged, and more social justice-oriented reforms become marginalized. This thesis uses a critical feminist lens to qualitatively investigate the role and significance of human capital, human rights, and human capabilities policy models in the context of the production and enactment of gender equality in education policy knowledge in The Gambia, a small, aid-dependent Muslim nation in West Africa. The purpose of the study was to assess the scope education policies provide for positive change in the lives of Gambian women and girls. Towards illuminating relations of power in and the politics of gender equality in education policy processes, the study compares and contrasts written texts with the perspectives of state and non-state policy actors. The study is based on data drawn from interviews, participant observation, and documentary analysis. The findings suggest that different gender equality in education ideas and practices have been selectively mobilized and incorporated into education policy processes in The Gambia. At the level of policy talk, girls' education is framed as important for both national economic growth, and "women's empowerment". However, the policy solutions designed and implemented, with the support of donors, have tended to work with rather than against the status quo. Power and politics was evident in divergent interpretations and struggles to fix the meaning of key concepts such as gender, gender equality, gender equity, and empowerment. Religious beliefs, anti-feminist politics, and the national feminist movement were identified as important forces shaping gender equality in education knowledge and action in the country.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780494778753Subjects--Topical Terms:

946033
Girls.
Subjects--Index Terms:

DevelopmentIndex Terms--Genre/Form:

554714
Electronic books.

Girls' education as a means or end of development? A case study of gender and education policy knowledge and action in The Gambia.
LDR:04021ntm a22004937 4500 001 1145050
005 20240617111749.5
006 m o d
007 cr mn ---uuuuu
008 250605s2011 xx obm 000 0 eng d
020 $a 9780494778753
035 $a (MiAaPQ)AAINR77875
035 $a (MiAaPQ)utoronto:29801
035 $a AAINR77875
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Manion, Caroline. $3 1470259
245 1 0 $a Girls' education as a means or end of development? A case study of gender and education policy knowledge and action in The Gambia.
264 0 $c 2011
300 $a 1 online resource (360 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 73-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Mundy, Karen.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2011.
504 $a Includes bibliographical references
520 $a Girls' education has been promoted by the international development community for over two decades; however, it has proven harder to promote gender equality through education than it has been to promote gender parity in education. Of significance is the global circulation and coexistence of two competing rationales for the importance of girls' education: economic efficiency and social justice. The cost of ignoring how and why Southern governments and their development partners choose to promote girls' education is high: an over-emphasis on economic efficiency can mean that the root causes of gendered inequalities in society remain unchallenged, and more social justice-oriented reforms become marginalized. This thesis uses a critical feminist lens to qualitatively investigate the role and significance of human capital, human rights, and human capabilities policy models in the context of the production and enactment of gender equality in education policy knowledge in The Gambia, a small, aid-dependent Muslim nation in West Africa. The purpose of the study was to assess the scope education policies provide for positive change in the lives of Gambian women and girls. Towards illuminating relations of power in and the politics of gender equality in education policy processes, the study compares and contrasts written texts with the perspectives of state and non-state policy actors. The study is based on data drawn from interviews, participant observation, and documentary analysis. The findings suggest that different gender equality in education ideas and practices have been selectively mobilized and incorporated into education policy processes in The Gambia. At the level of policy talk, girls' education is framed as important for both national economic growth, and "women's empowerment". However, the policy solutions designed and implemented, with the support of donors, have tended to work with rather than against the status quo. Power and politics was evident in divergent interpretations and struggles to fix the meaning of key concepts such as gender, gender equality, gender equity, and empowerment. Religious beliefs, anti-feminist politics, and the national feminist movement were identified as important forces shaping gender equality in education knowledge and action in the country.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Girls. $3 946033
650 4 $a Case studies. $2 itrt $3 667253
650 4 $a Knowledge. $3 643484
650 4 $a Sub Saharan Africa studies. $3 1179116
650 4 $a Education policy. $3 1107727
653 $a Development
653 $a Feminism
653 $a Gambia
653 $a Gender equality
653 $a Girls
653 $a Girls' education
653 $a Human capabilities
653 $a Policy borrowing
653 $a Policy transfer
653 $a Public policy
653 $a Social justice
653 $a Transformative education
655 7 $a Electronic books. $2 local $3 554714
690 $a 0458
690 $a 0639
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Toronto (Canada). $b Sociology and Equity Studies in Education. $3 1470260
773 0 $t Dissertations Abstracts International $g 73-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR77875 $z click for full text (PQDT)