Global gender discourses in education: evidence from post-genocide Rwanda

Russell, S. Garnett

doi:10.1080/03050068.2016.1233727

Cited by 26 publications

(15 citation statements)

References 41 publications

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“…Education and gender equality are central concerns in the new sustainable development agenda. The 2030 Incheon Declaration and Framework for Action, agreed upon by the global education community in November 2015 to accompany the Sustainable Development Goals (SDGs) agenda, recognizes that gender equality is inextricably linked to the right to education for all, and that achieving gender equality requires an approach that ensures that females and males not only gain access to and complete education cycles but are empowered equally in and through education (African Development Report, 2015; Nimer, 2018; Russell, 2016; Singh et al, 2015). To facilitate and achieve this, better evidence-based knowledge and understanding of gender issues in and through education are needed.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Corporate Social Responsibility Interventions on Female Education Development in the Rural Niger Delta Region of Nigeria

Uduji

Okolo‐Obasi

Asongu

2020

Progress in Development Studies

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The objective of this investigation was to assess the impact of multinational oil companies’ (MOCs) corporate social responsibility (CSR) interventions in female education programmes in the Niger Delta region of Nigeria. A total of 800 rural women were sampled across the region. The results from the logit model showed that rural women depended on CSR interventions of MOCs to address some of the logistical and cultural challenges associated with women’s access to post-secondary education in local communities. However, despite the significant success in supporting education initiatives generally, none of the scholarships target females specifically, and compared to men, the low level of human capital in rural women has persisted. This implies that, if CSR interventions are not tailored to enhance gender diversity and promote economic opportunities for women alongside education, they may perpetuate the obstruction of women’s participation in economic, political and social development. By extension, this could delay the reduction of poverty and attainment of the Sustainable Development Goals (SDGs) in the Niger Delta region.

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Section: Introductionmentioning

confidence: 99%

The Impact of Corporate Social Responsibility Interventions on Female Education Development in the Rural Niger Delta Region of Nigeria

Uduji

Okolo‐Obasi

Asongu

2020

Progress in Development Studies

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“…Instead, masculine domination includes efforts to subjugate female leadership in classrooms to the control of men when young women wish to exercise the authority and agency they have, as codified in social and educational policies (McLean Hilker 2011;Huggins and Randell 2007). As the data reveal, and previous research suggests, masculine domination's more subtle variants are perhaps just as pernicious as its prototypical expressions (Berry 2015;Russell 2016). But though its manifestations vary, masculine domination accords men (with and without disabilities) power, privilege and prestige that may remain unremarkable in a wider patriarchal society (Bilge 2013;Purkayastha, 2012).…”

Section: Subversive Resistancementioning

confidence: 77%

“…Groce (1999, vi), for example, argues that 'young women with disabilities and young people with disabilities from ethnic and minority communities continuously face double discrimination based on their disability and their gender or heritage'. More research is needed that looks beyond the dictates of market logics (Davies 2008) and celebratory discourses of Rwanda's progress towards gender equality (Russell 2016;Wallace, Haerpfer, and Abbott 2008), and instead measures the strength of democracy and education in Rwanda (and other parts of the global South) by their relationship to the most marginalised members of its citizenry (UNESCO 2013) -especially economically disadvantaged young women with disabilities. This paper attends to these imperatives.…”

Section: Mapping the Margins In Different Fields: Exploring Gender Inmentioning

confidence: 99%

‘Boys don’t rule us’: exploring Rwandan girls with disabilities’ resistance to masculine dominance in school

Wallace

Karangwa

Bayisenge

2018

International Journal of Inclusive Education

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This paper explores how economically disadvantaged girls with disabilities resist masculine domination at Rwanda's largest inclusive school, Busengare Secondary. Based on 16 in-depth interviews and 3 focus group interviews with Rwandan girls with disabilities, this study draws on critical feminist perspectives to examine the subjectivities of girls with disabilities marginalised by virtue of their gender, class and disability. The findings reveal that girls with disabilities challenge the enduring power of masculine domination that seeks to limit their leadership and learning in classrooms through two distinct strategies: assertive resistance and subversive resistance. At its core, this paper exposes gendered structures of dominance among young people with disabilities not yet addressed in gender studies and disability studies scholarship in Rwanda.ARTICLE HISTORY

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“…Education through curriculum and teacher expectations plays a key role in transmitting public-private distinctions, which in turn influence classroom pedagogy and reproduce civic attitudes [23]. In cases where gender equality is part of the formal curriculum, it is often positioned in education as a means for developing the country versus the transformation of patriarchal structures [3,24].…”

Section: Transforming Gender Inequalitymentioning

confidence: 99%

Incremental Transformations: Education for Resiliency in Post-War Sri Lanka

Levi

2019

Education Sciences

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There is growing evidence to support the relationship between levels of gender inequality in a society and its potential for conflict. Positive attitudes to gender equality in and through education strengthen social cohesion; consequently, there is a need for gender-transformative education for peacebuilding. Drawing on the 4Rs (representation, redistribution, recognition, and reconciliation) framework in conjunction with the idea of incremental transformation with a focus on resilience, this study examines how eleven ethnic minority high school girls from Sri Lanka understand the transformative role of education in their lives as it relates to peace and gender equality. Education was a source of hope for the participants of this study and thus contributed to their resilience. However, rather than fostering and capitalizing on this resilience to build social cohesion and peace, education and the school systems are silencing them. This silencing is evident in the acceptance and normalization of militarization in their communities, daily experiences of gender-based violence (GBV), and the message, through the formal and informal curriculum, that gender equality has been achieved in Sri Lanka.

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Global gender discourses in education: evidence from post-genocide Rwanda

Cited by 26 publications

References 41 publications

The Impact of Corporate Social Responsibility Interventions on Female Education Development in the Rural Niger Delta Region of Nigeria

The Impact of Corporate Social Responsibility Interventions on Female Education Development in the Rural Niger Delta Region of Nigeria

‘Boys don’t rule us’: exploring Rwandan girls with disabilities’ resistance to masculine dominance in school

Incremental Transformations: Education for Resiliency in Post-War Sri Lanka

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