Gender Inequalities in Educational Participation

A capability-driven path to well-being: cases of community-based education in rural Indonesia

“…By looking through macro lenses at an ideal a society aspires at, which, in turn, is naturally influenced by a country's past (Bénabou, 2000;Dale & Robertson, 2009;Yankelovich, 2009;Paz-Fuchs, 2011;Kazepov & Carbone, 2018), we can see how philosophical mindsets can affect agency, beliefs, expectations and therefore the very definition of how equality is determined (Paz-Fuchs, 2011;Hyer et al, 2018;Browman et al, 2019;Dhungana, 2020). Albeit with its variations and different interpretations, a general overall set of societal values can be identified and consequently the propensity to contribute to common goals (Bénabou, 2000;Paz-Fuchs, 2011).…”

“…Similarly, teachers' pedagogic communication, and cognitive or teaching style may differently affect their students' learning Bourdieu & Passeron, 1990;Brint, 2006;Crosnoe et al, 2010;Rubie-Davies et al, 2012;Hyer et al, 2018;Denessen et al, 2020), either via learning/teaching-style mismatches or simply through the application of methods that are less conducive to learning and growth Crosnoe et al, 2010;Rubie-Davies et al, 2012). It has been shown, in fact, that teaching strategies that support selfadvocacy by reinforcing metacognition and conceptual thinking create better learning outcomes in opposition to lower-order and more procedure-based instructions (Crosnoe et al, 2010;Rubie-Davies et al, 2012;Devecchi et al, 2014;Denessen et al, 2020).…”

“…This feeds into students' self-fulfilling prophecies as teachers' beliefs can be transmitted through labels and expectations posed on them (Don Milani-Scuola di Barbiana, 1967;Brint, 2006;Rubie-Davies et al, 2012;Kremling et al, 2017;Hyer et al, 2018;Denessen et al, 2020;. Teachers' expectations are believed to have both a normative (i.e., world-to-mind direction) and a cognitive dimension (i.e., mind-toworld direction Figueroa Rubio, 2005).…”

“…Teachers' expectations are believed to have both a normative (i.e., world-to-mind direction) and a cognitive dimension (i.e., mind-toworld direction Figueroa Rubio, 2005). Teachers' attitude is generally moulded on their own previous experience and the resulting selfefficacy (Wayne, 2002;Rubie-Davies et al, 2012;Grissom et al, 2015;Kremling et al, 2017), so training periods can be especially useful in giving them the necessary tools to shape their students' future positively Hyer et al, 2018).…”

“…The social norms governing the classrooms (and generally educational environments) expect different kinds of behaviours, whose conformity to is often regarded as a judging tool (Don Milani-Scuola di Barbiana, 1967;Bourdieu & Passeron, 1990;Lee & Lindstrom, 2017). That is problematic when the behavioural ideals and manners are shaped on more advantaged groups in the society (Don Milani-Scuola di Barbiana, 1967;Rist, 1970;Bourdieu & Passeron, 1990;Lee & Lindstrom, 2017;Hyer et al, 2018). Overall, although teachers are their own persons, they are often the reflection of the system they act in (Bourdieu & Passeron, 1990;.…”