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2011 - 55th Annual Conference of the Comparative and International Education Society Words: 239 words || 
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1. Mehran, Golnar. "Female educational experience in the Islamic Republic of IRAN" 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>. 2019-06-20 <http://citation.allacademic.com/meta/p493876_index.html>
Publication Type: Panel Paper
Abstract: The purpose of this study is to identify the key factors that have led to increased gender equality at all levels of schooling. Conceptual analysis and document accounts of policy, programs, and practices have been used to identify the educational, social, political, and cultural elements that have acted as facilitating factors as well as effective policies and innovative measures undertaken to reduce the gender gap. A situation analysis of the educational trend over the past decades; an analysis of the stages of the revolution, the “Question of Woman,” and the dual role of women in post-revolutionary Iran; as well as the portrayal of the political will and popular demand for education point to some of the causes of increased gender equality. Meanwhile the three basic principles of the Islamic Republic of Iran—namely, politicization, Islamization, and equalization—have also paved the road for increased female participation in education. This study also identifies the in-school as well as out-of-school obstacles that continue to hinder equal educational opportunities especially for the marginalized sectors of the society. Significant shortcomings notwithstanding, one can see a cycle in female education in Iran in which the ruling elite seeks to educate the ideal female citizen according to the principles of an Islamizing and revolutionary society, thus creating a generation of educated women who, in turn, influence their society and act as role models for young girls, who then seek education as a means of equality and empowerment.


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