Gender Blind, Gender-Lite: A Critique of Gender Equity Approaches in the South African Department of Education

Autor/inn/en	Dieltiens, Veerle; Unterhalter, Elaine; Letsatsi, Setungoane; North, Amy
Titel	Gender Blind, Gender-Lite: A Critique of Gender Equity Approaches in the South African Department of Education
Quelle	In: Perspectives in Education, 27 (2009) 4, S.365-374 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Stellungnahme; Females; Sex Fairness; Politics of Education; Gender Discrimination; Gender Differences; Foreign Countries; Educational Policy; Policy Analysis; Interviews; Power Structure; Social Justice; Educational Environment; Government Role; Public Officials; Criticism; South Africa + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Sexualaufklärung; Educational policy; Bildungspolitik; Geschlechterkonflikt; Ausland; Politics of education; Politikfeldanalyse; Interviewing; Interviewtechnik; Soziale Gerechtigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kritik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Gender equity is one of the foundational principles of the national Department of Education, but there is not a shared understanding of its meaning. Based on interviews conducted in 2008 with officials in the Department of Education, we argue that there are two basic approaches to gender equity. The first, which we term "gender blind", equates equity with parity between the sexes, without recognizing the need for policy to deal with gender difference. The second, which we term "gender-lite", acknowledged some gender discrimination and the need to identify particular conditions of girls, but this often took essentialised forms that stopped short of addressing underlying power structures that disadvantaged girls and women. Drawing on Nancy Fraser's elaboration of justice, we argue that neither of these two approaches sufficiently addresses her dual demands for distribution and recognition. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10