Literaturnachweis - Detailanzeige
Autor/in | Muller, Tanja R. |
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Titel | Education and Gender in Revolutionary Societies: Insights from Vietnam, Nicaragua, and Eritrea |
Quelle | In: Compare: A Journal of Comparative Education, 37 (2007) 5, S.635-650 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-7925 |
Schlagwörter | Stellungnahme; Academic Achievement; Foreign Countries; Educational Policy; Social Change; Sex Fairness; Educational Practices; Womens Education; Gender Differences; Educational Attainment; Economic Factors; Eritrea; Nicaragua; Vietnam |
Abstract | Based on the work of Bourdieu, this paper analyses how far formal education within a revolutionary setting can act as a "strategy-generating" institution in terms of enabling women to aspire to and achieve goals they would not even have envisaged pre-revolution. In making its case, it draws on the examples of three revolutionary societies: Vietnam (since 1976), Nicaragua (1979-1990) and Eritrea (since 1991). It is argued that even though not eliminating gender as a discriminatory marker, education indeed creates room for personal emancipation. While this could equally be achieved by openings within a neo-liberal setting, a strong focus on fostering social cohesion makes educational policies in revolutionary societies different. The paper ends by arguing that revolutionary states can offer valuable lessons for education as a source of social equity. It advocates to newly consider what type of state supports what kind of education system and for what purpose. (Contains 6 notes.) (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |