10. Engaging the community to promote gender equity among young men: experiences from ‘Yari Dosti’ in Mumbai

Khandekar, Sujata; Rokade, Mahendra; Sarmalkar, Vilas; Verma, Ravi; Mahendra, Vaishali Sharma; Pulerwitz, Julie; Aikman, Sheila; Unterhalter, Elaine; Boler, Tania

doi:10.3362/9780855987480.010

Cited by 1 publication

(1 citation statement)

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“…They take us beyond questions of numbers of representations of girls and women in textbooks to questioning the portrayal of gendered roles and how classroom roles and relationships reinforce gender stereotypes, entrench power relationships and reaffirm otherness. There is also a growing body of research critiquing schools and formal education for displacing or marginalizing local or indigenous women's knowledge and for universalization of notions of 'third world woman' and 'girl child' and of 'development' itself (Aikman, 2002;Fennell and Arnot, 2008;Hickling-Hudson et al, 2004;Sieder and Macleod, 2012) and the ways teachers and educational discourses bestow different values on diverse identities or stigmatize certain femininities and masculinities (Chege, 2004;Khandekar et al, 2008;Rao, 2010). While the agenda for the universalization of education and for UPE (universal primary education) focuses on formal schooling, this often excludes poor women or indigenous women, who are constructed as being noncapable of engaging successfully with mainstream systems, leading directly or indirectly to their exclusion from these systems.…”

Section: Gender Education and Development -Locating 'Quality'mentioning

confidence: 99%

Gender equality and girls’ education: Investigating frameworks, disjunctures and meanings of quality education

Aikman

Rao

2012

Theory and Research in Education

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The article draws on qualitative educational research across a diversity of low-income countries to examine the gendered inequalities in education as complex, multi-faceted and situated rather than a series of barriers to be overcome through linear input-output processes focused on isolated dimensions of quality. It argues that frameworks for thinking about educational quality often result in analyses of gender inequalities that are fragmented and incomplete. However, by considering education quality more broadly as a terrain of quality it investigates questions of educational transitions, teacher supply and community participation, and develops understandings of how education is experienced by learners and teachers in their gendered lives and their teaching practices. By taking an approach based on theories of human development the article identifies dynamics of power underpinning gender inequalities in the literature and played out in diverse contexts and influenced by social, cultural and historical contexts. The review and discussion indicate that attaining gender equitable quality education requires recognition and understanding of the ways in which inequalities intersect and interrelate in order to seek out multi-faceted strategies that address not only different dimensions of girls' and women's lives, but understand gendered relationships and structurally entrenched inequalities between women and men, girls and boys.

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