Rethinking Teacher Quality in the Global South

Tao, Sharon

doi:10.1057/9781137495457_1

Cited by 2 publications

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“…However, as Loken points out, women in the Global South are rarely seen as complex individuals. Tao (2016), likewise, argues that women in Africa really only have one story—the story of hopelessness. It is the telling—and retelling—of this one story over and over that leads to stereotypes, and these stereotypes become factualized in a way that prevents anyone from seeing anything more complex, localized, and contradictory.…”

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“…It is the telling—and retelling—of this one story over and over that leads to stereotypes, and these stereotypes become factualized in a way that prevents anyone from seeing anything more complex, localized, and contradictory. Tao (2016) notes that Western assumptions become the referents for ‘facts’ about Africa. Women’s experiences in Africa are constantly seen through the lens of Western assumptions.…”

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Introduction: Western colonial expectations and counter-narratives of women and education

Greenhalgh-Spencer

2017

Policy Futures in Education

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While there is always a risk when feminists within academia aim to foreground the experiences of women outside of the Western context, this aim is still needed given that so much scholarship and hegemonic discourse frames the Western experience as standard. This special issue presents scholarship embedded in local contexts; scholarship that relies on both large-scale studies and close qualitative work. The scholarship spotlights the voices and experiences of women outside of the Western context within educational spaces; and actively parses out and contravenes the centering of Western experience and expectations around education and schooling. This special issue is needed, especially as universities and international governmental organizations and non-governmental organizations adopt Western expectations around education; multiple nation states and regions are contracting with Western corporations and universities to provide education and schooling in developing areas. This special issue provides a balancing caution toward attention to local experience—particularly local women’s experiences—as education becomes a globally traded commodity.

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confidence: 99%