Context and the Gendered Status of Teachers: Women's Empowerment through Leadership of Non-Formal Schooling in Rural Bangladesh

Autor/in	Sperandio, Jill
Titel	Context and the Gendered Status of Teachers: Women's Empowerment through Leadership of Non-Formal Schooling in Rural Bangladesh
Quelle	In: Gender and Education, 23 (2011) 2, S.121-135 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Rural Schools; Females; Holistic Approach; Foreign Countries; Sex Fairness; Womens Education; Developing Nations; Empowerment; Nonformal Education; Surveys; Interviews; Gender Issues; Poverty; Equal Opportunities (Jobs); Bangladesh + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Weibliches Geschlecht; Holistischer Ansatz; Ausland; Sexualaufklärung; 'Women''s education'; Frauenbildung; Developing country; Developing countries; Entwicklungsland; Non-formal education; Non formal education; Nichtformale Bildung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Geschlechterfrage; Armut; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Bangladesch
Abstract	Empowering women to control and change their lives continues to be an important goal for many nations. This article examines the empowering effects of being selected and trained to lead rural schools in Bangladesh, using survey and interview data from 152 village women working with the Bangladesh Rural Advancement Committee education programme. The adoption by women of the traditional male roles of teacher and educational leader combined with a commitment to serving the poor have led to the widespread acceptance and normalisation of non-traditional roles for women in conservative village culture. The study confirms the need for a holistic approach and context sensitivity when designing change initiatives to empower women and promote gender equity. (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