Education and gender in revolutionary societies: insights from Vietnam, Nicaragua, and Eritrea

Müller, Tanja R.

doi:10.1080/03057920701420908

Cited by 12 publications

(7 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, child labor can have negative and long-term effects on health outcomes (O’Donnell et al , 2005) and school attainment (Beegle, Dehejia, and Gatti, 2009); as such, keeping a child in school longer can have a positive effect on these outcomes. Education can also create room for personal emancipation and improves social equity for women (Muller, 2007). 6 …”

Section: Overview Of Vietnam's Education Systemmentioning

confidence: 99%

Well Begun, but Aiming Higher: A Review of Vietnam’s Education Trends in the past 20 Years and Emerging Challenges

Dang

Glewwe

2017

The Journal of Development Studies

View full text Add to dashboard Cite

Given its modest position as a lower-middle income country, Vietnam stands out from the rest of the world with its remarkable performance on standardized test scores, school enrollment, and completed years of schooling. We provide an overview of the factors behind this exemplary performance both from an institutional viewpoint and by analyzing several different data sources, some of which have rarely been used. Some of the highlights are universal primary school enrollment, higher girls’ net enrollment rates, and the role of within-commune individual factors. We further discuss a host of challenges for the country—most of which have received insufficient attention to date.

show abstract

Section: Overview Of Vietnam's Education Systemmentioning

confidence: 99%

Well Begun, but Aiming Higher: A Review of Vietnam’s Education Trends in the past 20 Years and Emerging Challenges

Dang

Glewwe

2017

The Journal of Development Studies

View full text Add to dashboard Cite

show abstract

“…Implementation of such rights can rather be described as a 'social interface' (Majumdar and Mooij, in press) where various group of actors influence and contest eventual outcomes. This is not only the case in a democracy like India, but equally in for example post-revolutionary settings where social justice is explicitly a prime objective of education policy and where government drives for wider social transformation enjoy a high degree of legitimacy (see Müller, 2007). In such settings, the promise of potential future transformations and accompanying aspirations beyond those envisaged by education policy makers and ruling elites might eventually lead to the contestation of hegemonic education policy measures.…”

Section: Paradoxes Of Education Policy Makingmentioning

confidence: 93%

Introduction to human resource development versus the right to education: Reflections on the paradoxes of education policy making

Müller

2011

J. Int. Dev.

Self Cite

View full text Add to dashboard Cite

Contradictions between the right to education and education as a tool to foster human resource development (HRD) and ultimately economic growth have moved to the forefront of debates on education policy and practice, within states and in relation to the international agenda on education and development. This introduction discusses the often paradox choices faced by education policy makers in light of those contradictory dynamics. It is argued that a focus on HRD is not only a legitimate education policy objective at national government level, but it can also have an important role to play in securing children's rights and a self-determined life. At the same time, however, education policy design needs to pay strong attention to local contexts and people's aspirations within that context. Ultimately, the realisation of the right to education is not achieved by policy measures alone but will be the outcome of social and political struggles. Copyright (C) 2011 John Wiley & Sons, Ltd.human resource development , right to education , education policy , aspirations ,

show abstract

“…This definition is put forward because youth are a vital constituency in institutionalising revolutionary value systems in state politics, and an important means to mould youth into progressive post-liberation leaders is the opening of new educational opportunities. Youth who benefit from those are however expected to forgo personal aspirations if these are not in line with 'revolutionary values' as defined by respective governments (see for example Bayly, 2004;Müller, 2007;Panzer, 2009). Such an approach ignores the fact that educational opportunities are strongly related to future aspirations, part of the wider 'capacity to aspire' (Appadurai, 2004), that while being embedded into hegemonic norms and belief systems has a strong personalized component.…”

Section: Introductionmentioning

confidence: 99%

Post-Liberation Politics and Political Space in Eritrea: Interrogating Aspirations among Educated Youth

Müller

2017

The Journal of Development Studies

Self Cite

View full text Add to dashboard Cite

This article discusses post-liberation politics in Eritrea through the lens of political space, making use of empirical data collected between 1996 and 2006 among youth in higher education. Political space is defined as a relational space whose boundaries are being created in constant balancing acts between enforced citizenship obligations and personal aspirations. This definition allows for an analysis of the contradiction between national development objectives and personal aspirations in the lives of research-protagonists, and through this provides important insights into the nature of the Eritrean state. Main findings demonstrate how closures of political space ultimately undermine important state objectives.

show abstract

Education and gender in revolutionary societies: insights from Vietnam, Nicaragua, and Eritrea

Cited by 12 publications

References 31 publications

Well Begun, but Aiming Higher: A Review of Vietnam’s Education Trends in the past 20 Years and Emerging Challenges

Well Begun, but Aiming Higher: A Review of Vietnam’s Education Trends in the past 20 Years and Emerging Challenges

Introduction to human resource development versus the right to education: Reflections on the paradoxes of education policy making

Post-Liberation Politics and Political Space in Eritrea: Interrogating Aspirations among Educated Youth

Contact Info

Product

Resources

About