Gender Mainstreaming in a South African Provincial Education Department: A Transformative Shift or Technical Fix for Oppressive Gender Relations?

Autor/in	Karlsson, Jenni
Titel	Gender Mainstreaming in a South African Provincial Education Department: A Transformative Shift or Technical Fix for Oppressive Gender Relations?
Quelle	In: Compare: A Journal of Comparative and International Education, 40 (2010) 4, S.497-514 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Social Justice; Politics of Education; Foreign Policy; Educational Policy; Ethnography; Gender Discrimination; Womens Studies; Desegregation Effects; Desegregation Methods; Educational Administration; State Departments of Education; Interviews; Content Analysis; Transcripts (Written Records); Position Papers; South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Educational policy; Bildungspolitik; Außenpolitik; Politics of education; Ethnografie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Kultusministerium; Interviewing; Interviewtechnik; Inhaltsanalyse; Positionspapier; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Although some gender activists and analysts question the efficacy of gender mainstreaming to take forward women's demands, the South African government has pursued the strategy within a number of government departments including the Department of Education. This article explores how the strategy is being implemented in one provincial education department. Using data generated in 2008-9 through case study methods that employed aspects of an ethnographic approach, a key finding was that both the social justice aspiration and the technical interventions associated with the policy are considerably hampered by lack of resources and a clear policy framework. Many charged with implementing gender mainstreaming draw on memories of activism and international policy declarations give promise of a possibility of a transformative fix, although the absence of resources to secure this remain a matter for concern. (Contains 3 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10