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Increasing girls' and women's participation in basic education
In: Fundamentals of educational planning 56
Women and education in Latin America: knowledge, power, and change
In: Women and change in the developing world
Education policies for gender equity: Probing into state responses ; Políticas de educación para la igualdad de género: Análisis de las respuestas estatales ; Políticas de educação para a igualdade de género: Analisando as respostas do estado
The implementation of non-discriminatory sex legislation provides theoretical and empirical grounds to examine responses by the state to gender equality. Tracing the trajectory of one such law in the U.S.—Title IX—over a period of 40 years, this study analyzes the extent to which the state: (1) acted as a unitary body, and (2) functioned to dismantle its own oppressive gender features. By examining the federal government's three core branches (executive, legislative, and judicial), the study finds differential responses by branch, with the greatest variability expressed by the executive branch, revealing the state to be less than a coherent institution. The study also shows only modest efforts to enforce the law, raising doubts about the commitment of the state to transform the social relations of gender. The state's framing of gender equality exclusively in terms of non-discriminatory practices falls short of fostering changes in gender mentalities and identities in U.S. educational institutions—an outcome reflected in the persistent gender clustering of fields of study at the university level. ; La aplicación de una ley educativa contra la discriminación proporciona fundamentos teóricos y empíricos para examinar las respuestas del Estado a la igualdad de género. El seguimiento de la trayectoria de una de esas leyes en los Estados Unidos, Título IX, durante un período de 40 años, permite analizar el grado en que el Estado: (1) actúa como un cuerpo unitario, y (2) funciona para desmantelar sus propias características opresivas de género. Mediante el examen de los tres poderes principales del gobierno federal (legislativo, ejecutivo y judicial), el estudio encuentra diferentes respuestas según el tipo de poder, con la mayor variabilidad expresada por el poder ejecutivo, revelando que el Estado no se comporta como una entidad coherente. El estudio también muestra sólo modestos esfuerzos para hacer cumplir la ley, lo cual plantea dudas sobre el compromiso del Estado en cuanto a la transformación de las relaciones sociales de género. Al enmarcar la igualdad de género exclusivamente en términos de prácticas no discriminatorias no se ha llegado a fomentar cambios en las mentalidades y las identidades de género en las instituciones educativas de los Estados Unidos, un resultado se refleja en la persistencia de la segregación por género en varios campos de estudio a nivel universitario. ; A aplicação da uma lei educativa contra discriminação fornece fundamentos teóricos e empíricos para analisar as respostas por parte do Estado para a igualdade de gênero. Analizando a trajetória de uma tal lei nos Estados Unidos, o Título IX, durante um período de 40 anos, permete analisar a medida em que o Estado: (1) pode agir como um corpo unitário, e (2) funciona para desmantelar o suas próprias características oppresivas de gênero. Ao examinar os três poderes principais do governo federal (legislativo, executivo e judicial), o estudo encontra respostas diferenciadas segun o poder, com a maior variabilidade expressa pelo poder executivo, revelando que o estado não se comporta como uma instituição coerente. O estudo também constata apenas modestos esforços para fazer cumprir a lei, levantando dúvidas sobre o compromisso do Estado para transformar as relações sociais de gênero. O enquadramento da igualdade de género exclusivamente em termos de práticas não discriminatórias não consegue promover mudanças nas mentalidades e identidades de gênero em instituições de ensino dos Estados Unidos -- um resultado refletido na segregação por gênero persistente em varios campos de estudo a nível universitário.
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Andrew J. Kirkendall, Paulo Freire & the Cold War Politics of Literacy. Chapel Hill: University of North Carolina Press, 2010. 170 pp
In: Journal of Cold War studies, Band 14, Heft 3, S. 210-213
ISSN: 1531-3298
Theory and Ideology in the Gender Proposals of the World Bank's Education Strategy 2020
In: Education Strategy in the Developing World: Revising the World Bank's Education Policy; International Perspectives on Education and Society, S. 133-149
LAS TECNOLOGÍAS DE INFORMACIÓN Y COMUNICACIÓN Y LAS MUJERES: ¿PUEDEN LAS NUEVAS TECNOLOGÍAS DESBARATAR EL GÉNERO? ; THE COMMUNICATION AND INFORMATION TECHNOLOGIES AND WOMEN: CAN THE NEW TECHNOLOGIES DISRUPT THE GENDER?
Las TIC se han convertido en un referente que ha transformado el mundo en el que vivimos. La globalización, los grandes flujos de personas del Sur al Norte, la flexibilidad que dan las tecnologías a la comunicación rápida y veloz son elementos que caracterizan el nuevo mundo en el que vivimos. En este artículo se presenta una reflexión sobre el papel que han jugado las TIC en las transformaciones sociales de los últimos decenios. Se analizan varios movimientos sociales y el impacto que han tenido sobre la participación democrática. Se exploran también las nuevas posibilidades que se abren a las mujeres en este nuevo contexto, y se presentan algunas opciones de desarrollo que pueden ayudar a superar situaciones de exclusión. ; The ICT has become a referent that has changed the World in which we are living. Globalization, the big flow of people, from South to North, the flexibility provided by the technologies, which allows a quick and fast communication, all of them are elements that characterizes our World. In this article we present some thoughts about the role played by ICTs in the social change during the last decades. We analyze several social movements and their impact on the democratic participation. We also explore thenew possibilities open to women in this new context, and we present some options of development that could help them to overcome exclusion.
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Women in the Latin American Development Process
In: Studies in comparative international development, Band 31, Heft 4, S. 106-109
ISSN: 0039-3606
Women and Literacy: Promises and Constraints
In: The annals of the American Academy of Political and Social Science, Band 520, Heft 1, S. 54-65
ISSN: 1552-3349
In almost every country, illiteracy rates are higher among women than among men. This gender disparity can be explained in terms of (1) the sexual division of labor that assigns women many domestic tasks, especially, among poor and rural families, time-consuming chores, and (2) men's control of women's sexuality, which creates both physical and psychological constraints in women's lives. Research has identified various benefits of literacy for women, such as better maternal behaviors regarding child health and child rearing, and effective family planning. Although women could use literacy to increase their access to new knowledge, most literacy programs do not encourage this because their curricula are still designed along sexually stereotyped lines that emphasize women's roles as mothers and household managers. This article argues that these messages do not convey emancipatory knowledge and may solidify values and attitudes that cause women to accept current gender relations rather than to question them.
Women and Literacy: Promises and Constraints
In: The annals of the American Academy of Political and Social Science, Band 520 (March, S. 54
ISSN: 0002-7162
Gender Inequality in Education: accounting for women's subordination
In: British journal of sociology of education, Band 11, Heft 2, S. 137-153
ISSN: 1465-3346
Frauen, leere Versprechen
In: Entwicklungspolitische Nachrichten: EPN, Heft 11
ISSN: 1015-4140
Women and literacy: Promises and constraints
In: Entwicklungspolitik: Zeitschrift, Heft 13-14, S. b-c
ISSN: 0720-4957
While diverse causes operate in any given country, a phenomenon persistently observed among most societies is that women comprise the majority of illiterates. The illiteracy rate evinces a sizeable gender gap in Africa and Asia. The author looks at the illiteracy among women and policies concerning the literacy of women. (DÜI-Sen)
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