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A capabilities approach for gender equality and education: Processes and measures for an NGO/Community project

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Abstract:

This paper sets out a capabilities approach as an alternative for transforming gender inequalities that are manifested in and through education. The paper describes a capabilities approach as a framework for an NGO/community educational initiative supported by CARe in 8 countries in sub-Saharan Africa, South and South-east Asia, and Central America. The goal of the project is to foster gender equality and empowerment for school-age children in marginalized communities. A capabilities approach offers principles for fostering social justice, though it falls short in providing a process for transforming gender inequality in education. Critical feminist perspectives are also used to inform how hidden gender inequalities can be identified, understood and changed within schools and communities. Three principles are set out as an approach for promoting social justice: inclusion of critical voices, particularly girls and women’s, dialogue and public debate of valued capabilities, and a commitment to understanding and changing the social structures that create inequalities. The paper asks a set of questions to further understand and critique these principles in specific communities. Finally, I argue that while these principles offer an important guiding framework for promoting social justice, the capabilities approach and the related research need to articulate processes for applying and enacting it as a way to develop and evaluate social policies that promote equality.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492442_index.html
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MLA Citation:

DeJaeghere, Joan. "A capabilities approach for gender equality and education: Processes and measures for an NGO/Community project" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492442_index.html>

APA Citation:

DeJaeghere, J. "A capabilities approach for gender equality and education: Processes and measures for an NGO/Community project" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492442_index.html

Publication Type: Panel Paper
Abstract: This paper sets out a capabilities approach as an alternative for transforming gender inequalities that are manifested in and through education. The paper describes a capabilities approach as a framework for an NGO/community educational initiative supported by CARe in 8 countries in sub-Saharan Africa, South and South-east Asia, and Central America. The goal of the project is to foster gender equality and empowerment for school-age children in marginalized communities. A capabilities approach offers principles for fostering social justice, though it falls short in providing a process for transforming gender inequality in education. Critical feminist perspectives are also used to inform how hidden gender inequalities can be identified, understood and changed within schools and communities. Three principles are set out as an approach for promoting social justice: inclusion of critical voices, particularly girls and women’s, dialogue and public debate of valued capabilities, and a commitment to understanding and changing the social structures that create inequalities. The paper asks a set of questions to further understand and critique these principles in specific communities. Finally, I argue that while these principles offer an important guiding framework for promoting social justice, the capabilities approach and the related research need to articulate processes for applying and enacting it as a way to develop and evaluate social policies that promote equality.


Similar Titles:
Subjugation of Women and Capability Approach: Relocating Gender Equality in Higher Education

Between context and capability: Reflections on research on the capability approach and gender equality in education

Measuring gender sensitivity in educational environment and curriculum areas: Results based on the trends in gender equality in learning achievement in Southern and Eastern Africa


 
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