Global inequality, capabilities, social justice: The millennium development goal for gender equality in education

Unterhalter, Elaine

doi:10.1016/j.ijedudev.2004.11.015

Cited by 127 publications

(66 citation statements)

References 5 publications

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“…The result is in line with the existing literature as Davis-Kean and Pamela (Davis-Kean, 2005) found a significant impact of parental education (both father and mother) on their children's school achievement. Similarly, economic status of a family also affects students' test score significantly particularly in developing countries (Unterhalter, 2005). Thus, land sufficiency and number of advanced goods, which are used as proxy of economic status of the family, also showed strong associations with English test score.…”

Section: Cramer's V Analysismentioning

confidence: 97%

Factors determining English test score of high school students in rural Nepal

Neupane¹,

Thapa²,

Sapkota³

2017

IJRSE

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Due to globalization and internationalization of education, the importance of English language has been growing consistently. Like many other countries around the globe, English is taught as a compulsory subject from the primary level in Nepal. Despite continuous public and private efforts, achievement in English education is not satisfactory, especially in rural areas, due to numerous socio-cultural and other factors. Thus, this article explores some important determinants of English achievement of high school students in Rural Nepal.Through the questionnaire responses of 407 students from the four villages of Sindhupalchok district, which is explored using Cremer's V analysis, a strong association between students' English test score and their socio-cultural, family, school and personal factors was found.

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Section: Cramer's V Analysismentioning

confidence: 97%

Factors determining English test score of high school students in rural Nepal

Neupane¹,

Thapa²,

Sapkota³

2017

IJRSE

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“…Other commentators have also pointed out that, gender parity is not the same as gender equality in education (e.g. Aikman and Unterhalter, 2005;Unterhalter 2005). Similarly, the right to education cannot be reduced to merely completing a particular level (McCowan, 2010).…”

Section: Reviewing the Gender-education-culture Nexus In Zimbabwe Usimentioning

confidence: 99%

“…Similarly, the right to education cannot be reduced to merely completing a particular level (McCowan, 2010). Unterhalter (2005;, for example, queried how the third goal 'To promote gender equality and empower women' is to be assessed by a very narrow target, that is the elimination of gender disparity in primary and secondary education. Her concern is having wide goal of gender equality in political, economic, social and cultural relations being interpreted in a limited form as in ensuring equal numbers of boys and girls in formal schooling.…”

Section: Reviewing the Gender-education-culture Nexus In Zimbabwe Usimentioning

confidence: 99%

Capability Approach: Potential for Transformative Education Research on Gender and Culture in Zimbabwe

Chikunda

2015

Cult. and Ped. Inq.

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Much work has been completed with regards to gender and education. Some strides too, have been made in achieving gender equality in education: the greatest being in physical access to school for boys and girls. However, numerous challenges have been met in this process of attempting to achieve gender equality in education. Researchers have come to some consensus that there exist cultural traits and practices that either constrain or enable achieving gender equality in education (Stromquist, 990; Gordon, 1994; Prasad, 2004; Kalu, 2005; Chikunda, 2010; Chetcuti and Kioko 2012). The purpose of this paper is to argue for the use of Amartya Sen’s capability approach as a theoretical tool to enrich the gender-education discourse with specific focus on culture in Zimbabwe. Emphasis is given to cultural attributes and practices that are deemed retrogressive to achieving gender equality and equity in the country. It is hoped that this paper will contribute to a discussion on overcoming cultural barriers that prevent certain individuals from converting resources to desired educational functionings.

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“…Moreover, the capability approach does not imply that education can only enhance peoples' capabilities. It also implies that education, can be detrimental, imposing severe life-long disadvantages to individuals and societies, if delivered poorly (Unterhalter, 2003(Unterhalter, , 2005. From Sen's writings, it is not clear whether the capability approach imply a distinction between instrumental and intrinsic values.…”

Section: Introductionmentioning

confidence: 99%

Rethinking higher education and its relationship with social inequalities: past knowledge, present state and future potential

Kromydas

2017

Palgrave Commun

235

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The purposes and impact of higher education on the economy and the broader society have been transformed through time in various ways. Higher education institutional and policy dynamics differ across time, but also between countries and political regimes and therefore context cannot be neglected. This article reviews the purpose of higher education and its institutional characteristics juxtaposing two, allegedly rival, conceptual frameworks; the instrumental and the intrinsic one. Various pedagogical traditions are critically reviewed and used as examples, which can potentially inform today's policy making. Since, higher education cannot be seen as detached from all other lower levels of education appropriate conceptual links are offered throughout this article. Its significance lies on the organic synthesis of literature across social science, suggesting ways of going forward based on the traditions that already exist but seem underutilized so far because of overdependence in market-driven practices. This offers a new insight on how theories can inform policy making, through conceptual "bridging" and reconciliation. The debate on the purpose of higher education is placed under the context of the most recent developments of increasing social inequalities in the western world and its relation to the mass model of higher education and the relevant policy decisions for a continuous increase in participation. This article suggests that the current policy focus on labor market driven policies in higher education have led to an ever growing competition transforming this social institution to an ordinary market-place, where attainment and degrees are seen as a currency that can be converted to a labour market value. Education has become an instrument for economic progress moving away from its original role to provide context for human development. As a result, higher education becomes very expensive and even if policies are directed towards openness, in practice, just a few have the money to afford it. A shift toward a hybrid model, where the intrinsic purpose of higher education is equally acknowledged along with its instrumental purpose should be seen by policy makers as the way forward to create educational systems that are more inclusive and societies that are more knowledgeable and just.

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Global inequality, capabilities, social justice: The millennium development goal for gender equality in education

Cited by 127 publications

References 5 publications

Factors determining English test score of high school students in rural Nepal

Factors determining English test score of high school students in rural Nepal

Capability Approach: Potential for Transformative Education Research on Gender and Culture in Zimbabwe

Rethinking higher education and its relationship with social inequalities: past knowledge, present state and future potential

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