Gender mainstreaming in a South African provincial education department: a transformative shift or technical fix for oppressive gender relations?

Karlsson, Jenni

doi:10.1080/03057925.2010.490374

Cited by 14 publications

(7 citation statements)

References 7 publications

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“…Gender mainstreaming brings to the fore discourses about gender issues and establishes new directions on how to move the gender inequality debates forward (Unterhalter, 2007). It entails discussions of all gendered assumptions, processes, and perceptible results (Karlsson, 2010) to improve key policies. Gender mainstreaming promotes gender equality within institutions if implemented effectively, and therefore enhances social justice 6 (Unterhalter & North, 2010).…”

Section: Gender Mainstreamingmentioning

confidence: 99%

Reflections on gender disparity in STEM higher education programs: Perspectives and strategies

Norgbey

2018

JPDS-SJPD

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STEM has been broadly perceived as a vital driver of sustainable development worldwide. However, women remain underrepresented in STEM fields despite decades of effort to bridge the gender gap. The purpose of this article is to understand of the underlying factors that contribute to gender disparity in STEM and suggest effective interventions. Specifically, I seek to address the following questions: what factors contribute to gender disparity in graduate STEM program? What strategies can be adopted to address the issue?This paper examines fifty articles published from 2006-2016 that had women or gender and/or science as a central part of their studies to identify institutional and socio-cultural perspectives used to explain the situation and identify strategies that have been used to overcome the problem. Findings suggest that the factors that contribute to women underrepresentation in STEM are complex and numerous, calling for multi-faceted strategies to move the field forward.

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Section: Gender Mainstreamingmentioning

confidence: 99%

Reflections on gender disparity in STEM higher education programs: Perspectives and strategies

Norgbey

2018

JPDS-SJPD

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“…A case in point is the use of race as a proxy for access to quality of education, access to material resources, and social capital, particularly within the history of the South African context (Broom, 2004;Jansen, 2003;Karlsson, 2010). While I am not implying that the socio-political history of South Africa does not play a role in preparedness for entering and succeeding in higher education, I am contesting the assumption that race is the most accurate proxy for these concepts available.…”

Section: Interrogating the Origins Of The Datamentioning

confidence: 99%

Ethical Considerations in the Practical Application of the Unisa Socio-Critical Model of Student Success

Fynn

2016

IRRODL

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The prediction and classification of student performance has always been a central concern within higher education institutions. It is therefore natural for higher education institutions to harvest and analyse student data to inform decisions on education provision in resource constrained South African environments. One of the drivers for the use of learning and academic analytics is the pressures for greater accountability in the areas of improved learning outcomes and student success. Added to this is the pressure on local government to produce well-educated populace to participate in the economy.The counter discourse in the field of big data cautions against algocracy where algorithms takeover the human process of democratic decision making. Proponents of this view argue that we run the risk of creating institutions that are beholden to algorithms predicting student success but are unsure of how they work and are too afraid to ignore their guidance. This paper aims to discuss the ethics, values, and moral arguments revolving the use of big data using a practical demonstration of learning analytics applied at Unisa.

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“…The GEGPRI project was designed to examine the implementation of policy on gender, education and poverty reduction in Kenya, South Africa and selected global organisations. 2 From 2007-2010 a multi-country research team collected data for eleven case studies in the national Department/Ministry of Education, a provincial department in each country, a school in each country located in a peri-urban area with high levels of poverty, a local NGO working in a rural setting, global NGOs, and a number of multilateral and bilateral organisations which focussed on gender and education issues (Unterhalter, 2012;Unterhalter & North, 2011;Dieltiens, Unterhalter, Letsasi & North, 2009, Karlsson, 2010, North, 2010. Methods included interviews, observations, group discussions and document analysis TEGINT is a partnership between Action Aid, Community Action for Popular Participation (CAPP) in Nigeria and Maarifa ni Ufunguo in Tanzania, funded by Comic Relief and the Tubney Charitable Trust.…”

Section: Three Research Projects On Girls' Exclusion From Schoolmentioning

confidence: 99%

Connecting the private and the public: pregnancy, exclusion, and the expansion of schooling in Africa

Unterhalter

2013

Gender and Education

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In a number of countries in Africa young women who become pregnant are excluded from school. This paper presents a critique of policy and practice in this area drawing partly on Diana Leonard's scholarship concerning the relational dynamic of gender, generation, social division, and household forms. Much of the policy prescription of large global organisations concerned with the expansion of secondary schooling in Africa does not sufficiently take account of the connection between the gender dynamics of the private and public outlined in Leonard's work . In showing some of the effects of this oversight the paper draws on data from research studies in five countries in Africa (Kenya, Tanzania, South Africa, Nigeria and Ghana) to show how aspects of silence, evasion, and stereoptyping often characterise teachers' and education officials' reflections on youth and pregnancy . Young women's concerns with the risk of pregnancy are often given inadequate attention, while harsh actions to shame young women who become pregnant are reported. The importance of working across sectors to link social policy in this area are shown to be difficult and in need of much more focussed resource.

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Gender mainstreaming in a South African provincial education department: a transformative shift or technical fix for oppressive gender relations?

Cited by 14 publications

References 7 publications

Reflections on gender disparity in STEM higher education programs: Perspectives and strategies

Reflections on gender disparity in STEM higher education programs: Perspectives and strategies

Ethical Considerations in the Practical Application of the Unisa Socio-Critical Model of Student Success

Connecting the private and the public: pregnancy, exclusion, and the expansion of schooling in Africa

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