Development, education and gender: challenging the empowerment rhetoric from an ethnographic study in rural Nepal

Bonada, Alba Castellsagué; Carrasco, Sílvia

doi:10.1080/17457823.2020.1764856

Cited by 4 publications

(1 citation statement)

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“…The values of equality include the values of tolerance, non-violence, mutual respect, freedom of expression, justice, friendship, sympathy/empathy, mutual assistance, and mutual respect. The results of the research above are relevant to the opinion of Castellsague and Carrasco [34] which describes that school organizations as one of the agents of change must be able to support equality for women in the learning process and build relationship patterns in the school environment by applying attitudes of respect for differences and group solidarity or individual. This relationship pattern is formed using a cultural transmission model, to present meaning, change in values, and consistency of school institutions to show a new paradigm regarding the prevention of bullying.…”

Section: Gender Equality Values Internalized At High School Students ...mentioning

confidence: 88%

Model of Internalization Gender Equality Values to Prevent Bullying of Female Students at Senior High School in Mataram City

Hamidsyukrie¹,

Handayani²,

Sutisna³

2022

Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021)

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This study aims to identify the pattern of instilling gender equality values in the school environment and to identify the gender equality values taught to high school students in Mataram City. This study used a qualitative approach with phenomenological methods to determine in detail the instillation of gender equality values through Sociology/Civics learning. The research instrument was the researcher himself, and several research questions were conducted to the research needs. The sources of data were obtained through primary research sources, namely, data that came from first-hand or people who were directly involved in inculcating the values of gender equality in the school environment. Data collection techniques were carried out through triangulation methods (observation, interviews, and documentation studies). The analysis techniques carried out include data reduction, data display, and concluding. The results of the study show that the model for instilling the values of gender equality in high school students in Mataram City are as follows; 1) Internalization through programs of intracurricular and extracurricular activities; 2) Utilization of social capital in preventing bullying in the school environment; 3) Collaborative integrative with P3KMG program approach (character education, multicultural education, gender education). Second, the values of gender equality that are internalized by every high school in Mataram City are very diverse. The values of gender equality that are instilled include the values of tolerance, anti-violence, mutual respect, freedom of opinion, justice, friendship, sympathy/empathy, tolerance, mutual help, and mutual respect.

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Section: Gender Equality Values Internalized At High School Students ...mentioning

confidence: 88%

Model of Internalization Gender Equality Values to Prevent Bullying of Female Students at Senior High School in Mataram City

Hamidsyukrie¹,

Handayani²,

Sutisna³

2022

Proceedings of the 3rd Annual Conference of Education and Social Sciences (ACCESS 2021)

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Deliberation and decisionism in educational policymaking: How Nepali educational policymakers negotiate with foreign aid agencies

Regmi

2023

Journal of Education Policy

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The rhetoric of return: Mingma or the contradictions of development in Nepal*

Bonada

2023

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Development, education and gender: challenging the empowerment rhetoric from an ethnographic study in rural Nepal

Cited by 4 publications

References 40 publications

Model of Internalization Gender Equality Values to Prevent Bullying of Female Students at Senior High School in Mataram City

Model of Internalization Gender Equality Values to Prevent Bullying of Female Students at Senior High School in Mataram City

Deliberation and decisionism in educational policymaking: How Nepali educational policymakers negotiate with foreign aid agencies

The rhetoric of return: Mingma or the contradictions of development in Nepal*

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