Global Norm Making as Lens and Mirror: Comparative Education and Gender Mainstreaming in Northern Pakistan

Autor/inn/en	Oppenheim, Willy; Stambach, Amy
Titel	Global Norm Making as Lens and Mirror: Comparative Education and Gender Mainstreaming in Northern Pakistan
Quelle	In: Comparative Education Review, 58 (2014) 3, S.377-400 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/676016
Schlagwörter	Foreign Countries; Comparative Education; Mainstreaming; Gender Differences; International Studies; Womens Studies; Females; Educational Needs; Cultural Influences; Access to Education; Educational Policy; Educational Practices; Global Approach; Politics of Education; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Geschlechterkonflikt; Internationaler Studiengang; Weibliches Geschlecht; Educational need; Bildungsbedarf; Cultural influence; Kultureinfluss; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Bildungspraxis; Globales Denken; Educational policy
Abstract	Comparative and international studies of education that focus on policy borrowing and transfer must be expanded to account for aspects of what Terence Halliday and Bruce Carruthers call "global norm-making." Such an approach examines how global policies are refracted within divergent but interrelated sociopolitical and economic contexts, how researchers influence each other and the people and places they study, and how context matters but not in ways that devolve infinite possibility to all cases. Drawing on a review of gender-mainstreaming literature and field research in northern Pakistan, this article shows how various actors' arguments about girls' schooling are made in relation to intertwined but contrasting frameworks for understanding the necessity and value of education. Such an approach neither endorses nor condemns world culture theory but instead draws as empirically warranted on various approaches to the comparative study of education to demonstrate how global networks reflect and enable particular manifestations of indeterminacy and human ingenuity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10