MDG 3 and the Negotiation of Gender in International Education Organisations

Autor/in	North, Amy
Titel	MDG 3 and the Negotiation of Gender in International Education Organisations
Quelle	In: Compare: A Journal of Comparative and International Education, 40 (2010) 4, S.425-440 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	International Education; Females; International Organizations; Gender Issues; Social Justice; Womens Education; Womens Studies; Empowerment; Equal Education; Interviews; Educational Policy; Global Education; Stakeholders; Program Attitudes; Comparative Education + Suchen Sie Ihr Suchwort? Internationale Erziehung; Weibliches Geschlecht; International organisation; International organisations; International organization; Internationale Organisation; Geschlechterfrage; Soziale Gerechtigkeit; 'Women''s education'; Frauenbildung; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Globales Lernen; Vergleichende Erziehungswissenschaft
Abstract	Gender equality in education has held a prominent position in global policy making over the last decade through international frameworks and declarations such as the Dakar framework of Action on Education for All and the Millennium Development Goals (MDGs). This paper draws on interviews conducted with participants who hold a gender brief in international organisations, active in the global Education for All movement. It examines the ways in which global commitments to gender equality in education are being understood in policy and programme work and what this reveals about gender mainstreaming in global education organisations. The MDG framework has been actively used in a number of organisations to leverage action on gender, primarily with regard to improving girls' access to schooling and achieving gender parity--equal numbers of girls and boys in school. This has meant that more substantive understandings of gender, which relate to the experiences of girls and women in and beyond school, often go un-discussed and un-addressed. The need for organisations to develop a more substantive notion of gender equality work linked to activism on women's rights is highlighted as a considerable challenge. This would take gender mainstreaming from a technical exercise to a political contestation with regard to processes of inclusion and exclusion. (Contains 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10