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Hegemony through education and governance:Re-thinking gender education research and scholarship

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Abstract:

New forms of governance are increasingly exerting influence on education, not least through non-governmental market-driven organizations (NSMD). It is disturbing to note that few efforts have been made thus far to investigate these organizations and, most importantly, the strategies they use to gain and maintain their power. Using Cashore's work (2002) as a framework, this paper will identify the forms of legitimacy used and the strategies whereby legitimacy is established and maintained by NSMD. Of special importance in this paper are the consequences new forms of governance have for gender issues. Proceeding from Fennell & Arnot's work on "Northern" gender theory (2008), this paper will deal with perceptions of gender, such as they are "exported" to developing countries within the framework for development projects, initiatives and aid. At the same time, the paper will question these same perceptions and their relevance in the context of developing countries and in relation to the increasing numbers of foreign-born citizens in industrialized countries. Understanding that transnational declarations of gender and education may entail ideological underpinnings that are not liberatory for women, the legitimacy of organizations actively involved in education in developing countries appears to be a vital issue. This research appears to confirm that “Northern” gender theory may constitute a hinder for equity, rather than liberation, for both women and men, when it is institutionalized through education.
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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/p493716_index.html
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MLA Citation:

O'Dowd, Mina. "Hegemony through education and governance:Re-thinking gender education research and scholarship" 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, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493716_index.html>

APA Citation:

O'Dowd, M. , 2011-04-30 "Hegemony through education and governance:Re-thinking gender education research and scholarship" 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/p493716_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: New forms of governance are increasingly exerting influence on education, not least through non-governmental market-driven organizations (NSMD). It is disturbing to note that few efforts have been made thus far to investigate these organizations and, most importantly, the strategies they use to gain and maintain their power. Using Cashore's work (2002) as a framework, this paper will identify the forms of legitimacy used and the strategies whereby legitimacy is established and maintained by NSMD. Of special importance in this paper are the consequences new forms of governance have for gender issues. Proceeding from Fennell & Arnot's work on "Northern" gender theory (2008), this paper will deal with perceptions of gender, such as they are "exported" to developing countries within the framework for development projects, initiatives and aid. At the same time, the paper will question these same perceptions and their relevance in the context of developing countries and in relation to the increasing numbers of foreign-born citizens in industrialized countries. Understanding that transnational declarations of gender and education may entail ideological underpinnings that are not liberatory for women, the legitimacy of organizations actively involved in education in developing countries appears to be a vital issue. This research appears to confirm that “Northern” gender theory may constitute a hinder for equity, rather than liberation, for both women and men, when it is institutionalized through education.


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