The Role of an International Higher Education Partnership to Improve Gender Equality and Empower Women

Autor/in	Morgan, Sandra Louise Clements
Titel	The Role of an International Higher Education Partnership to Improve Gender Equality and Empower Women
Quelle	(2014), (186 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Biola University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-9854-9
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Partnerships in Education; International Cooperation; Females; Equal Education; Womens Education; Cultural Differences; Cultural Influences; Politics of Education; Educational Administration; Teacher Role; Educational Environment; Sustainability; Barriers; Educational Change; Religious Factors; Christianity; Student Diversity; Empowerment; Foreign Countries; California; Iraq + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulpartnerschaft; Internationale Kooperation; Internationale Zusammenarbeit; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Kultureller Unterschied; Cultural influence; Kultureinfluss; Educational policy; Bildungspolitik; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Nachhaltigkeit; Bildungsreform; Christentum; Ausland; Kalifornien; Irak
Abstract	This is a research case study of an International Higher Education Partnership (IHEP) between Vanguard University of Southern California (VUSC) and the University of Duhok (UoD) in the Kurdistan Region of northern Iraq funded by the British Council DelPHE-Iraq project targeting Millennial Development Goal (MDG) #3 to promote gender equality and empower women. The value of examining the attributes and processes of a unique partnership contributes to expanding the role of the academy in building capacity for gender equality in the Duhok region. This case study analyzes the process through the theoretical lens of James Davison Hunter's four cultural change propositions. First, this case demonstrated the role of the top down initiative that created space and provided political and administrative support. Secondly, academics were identified as the elites who produce products of culture necessary to build a bridge from legislated public change to intrinsic cultural change for women's equality. Thirdly, the resulting dense overlapping networks contributed to the productive environment and sustainable partnership. Lastly, struggles and challenges are part of the cultural change process. In this project, religious diversity was an early concern because of a lack of understanding of the rich Christian heritage in the region, as well as local suspicion of disingenuous Christians who came to teach English with ulterior motives.However, as overlapping networks grew, religious diversity became a strength. Expanding Hunter's mention of convergence and concord, contributed to the understanding of the momentum created in a unique context of postwar conflict and nation building that prioritized and resourced higher education. An acceptable model to identify women's equality and empowerment adapted Kabeer's model of opportunity, access, and achievement to operationalize a process to add value to women in an honor based culture. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01