Translations and Transversal Dialogues: An Examination of Mobilities Associated with Gender, Education and Global Poverty Reduction

Autor/in	Unterhalter, Elaine
Titel	Translations and Transversal Dialogues: An Examination of Mobilities Associated with Gender, Education and Global Poverty Reduction
Quelle	In: Comparative Education, 45 (2009) 3, S.329-345 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
Schlagwörter	Articulation (Education); Foreign Countries; Sex Fairness; Access to Education; Case Studies; Equal Education; Social Justice; Translation; Comparative Education; Gender Issues; Poverty Programs; Individual Development; Cross Cultural Studies; Intellectual History; Kenya; South Africa + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Ausland; Sexualaufklärung; Education; Access; Bildung; Zugang; Bildungszugang; Case study; Fallstudie; Case Study; Soziale Gerechtigkeit; Vergleichende Erziehungswissenschaft; Geschlechterfrage; Armenfürsorge; Individuelle Entwicklung; Cultural comparison; Kulturvergleich; Geistesgeschichte; Kenia; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Commentary on gender equality in education as a global issue often assesses what makes policy work or why certain emphases in policy are selected. The article recasts this division by looking not so much at the separation between policy and its enactment, but at the forms of mobility entailed in the movement between these different poles. It delineates two forms of mobility, termed translation and transversal dialogue. A case study is presented looking at how the idea of gender equality in education moved from articulation as a normative idea in the capability approach of Amartya Sen and Martha Nussbaum, through practical application in the United Nations Development Programme (UNDP)'s Human Development Reports, selective appropriation in the Millennium Development Goals, and interpretation by education officials in South Africa and Kenya. Analysis highlights the epistemic resources each form of mobility requires, pointing to different approaches to understanding context and dialogue and the different weightings each form of mobility gives to comparative judgements regarding action. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10