The Global Schoolgirl

Autor/inn/en	Chickering, Lawrence; Tyagi, Anjula
Titel	The Global Schoolgirl
Quelle	In: Policy Review, (2012) 174, (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-5945
Schlagwörter	Access to Education; Foreign Countries; Play; Poverty; Economically Disadvantaged; Females; Empowerment; Social Justice; Civil Rights; Womens Education; Politics of Education; Tribes; Educational Change; Educational History; Government Role; Community Involvement; Social Influences; Social Change; Leadership Responsibility; India + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Spiel; Armut; Weibliches Geschlecht; Soziale Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; 'Women''s education'; Frauenbildung; Educational policy; Bildungspolitik; Tribal society; Stammesgesellschaft; Bildungsreform; History of education; Bildungsgeschichte; Sozialer Einfluss; Sozialer Wandel; Indien
Abstract	The challenges of poverty and development have long been regarded in terms of transitive relationships, in which the rich help the poor because the poor are not seen as able to help themselves. This view of the poor assumes they have mainly needs and no assets. With so many people believing this view it isn't surprising that the poor themselves share the assumption that they can't play any significant role in improving their own condition. Belief in the powerlessness of the poor cripples not simply the poor, but both the left and the right, with each looking to the mechanistic solutions of government or market. Neither has an active strategy for empowering the poor themselves to play significant roles in promoting change. An experiment underway for almost a decade in two states of India is producing powerful evidence that the poor "can" be empowered to move outside and beyond their traditional roles. They can start to pursue individual aspirations and dreams while also reaching out to each other, in connection, as citizens. These results in India are encouraging indicators that may begin to change how one thinks and talks about poverty and development, and hopefully about other, larger issues, including the promotion of change in tribal societies and even the reform of governments. (ERIC).
Anmerkungen	Hoover Institution, Stanford University. 21 Dupont Circle NW Suite 310, Washington, DC 20036. Tel: 877-558-3727; Tel: 202-466-6730; Fax: 202-466-6733; e-mail: polrev@hoover.stanford.edu; Web site: http://www.hoover.org/publications/policyreview/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10