Tradition and Gender in Modernization Theory

Scott, Catherine V.

doi:10.1215/9780822393849-019

Cited by 5 publications

(2 citation statements)

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“…But they add another dimension that has up to now remained mostly implicit in structuralist economics: A critique of the normative standpoint of modern economic thought rooted in methodological individualism, which assumes that when policies support equal opportunities, they are fair, and if people do not flourish despite such policies it is their own fault. This normative standpoint tends to marginalize the views of those labelled as others, whether they are female, black, or indigenous (Scott, 2011). Tsikata notes that there is no neat dividing line between equality of opportunities on the one hand and constraints to choices on the other hand, due to many intangible, historical, and political constraints that are often taken for granted, or are legitimized by those in power.…”

Section: Standpoint Theory In Development Economicsmentioning

confidence: 99%

Economic perspectives from the global south and why they matter for economics worldwide

Staveren¹

2020

IJPEE

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Section: Standpoint Theory In Development Economicsmentioning

confidence: 99%

Economic perspectives from the global south and why they matter for economics worldwide

Staveren¹

2020

IJPEE

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“…Colonial powers, in general, aim at winning the "hearts and minds" of traditional societies, or, if it is not possible, they aim at the deconstruction the traditional ties of these societies, in order to make place for their own new structures. Women, as the transmitters of traditions and the maintainers of family honour, may act as powerful allies in both cases -or, if they resist the influence of the conquering power, can turn into major and inescapable enemies as well (Sered, 1990;Scott, 1996;Inglehart and Baker, 2000).…”

Section: The Soviet 'Civilising Mission' In Central Asiamentioning

confidence: 99%

The Soviet Union as a ‘Feminist Colonialist?’ The Women’s Question in Early Soviet Central Asia

Szálkai¹

2019

COJOURN

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The Soviet Union as a colonial power in Central Asia decided to step up against the perceived traditional marginalisation of women. It intended to create an equal society for men and women, and treated women as important allies in the modernisation and the restructuration of traditional societies. However, in reality, while the Soviet initiatives contributed to the emancipation and empowerment of women on the surface, in the meantime they also served as a significant tool for the colonisation of Central Asia. The aim of the article is to shed light on this almost entirely overlooked process of the Soviet colonial power using the ideas of Marxist feminism to strengthen its power over the region, and to argue that this approach had contributed to the fact that the attempts of the Soviet Union aimed at the emancipation and empowerment of Central Asian women could only reach their declared objectives on the surface.

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Being a Woman in The World of Physics Education: Female Physics Student Teachers’ Beliefs About Gender Issues, in the City of Valparaiso, Chile, from a Qualitative Perspective

Montecinos

Anguita

2015

Procedia - Social and Behavioral Sciences

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Gender Equality is undoubtedly one of the crucial discussions we are having as a society, since the past century. Science Educators can't stay aside due to the relationship between STEM and women: In OECD countries, only 30% of degrees in the aforementioned area go to women. Education plays a fundamental role in changing the deeply ingrained social conceptions and unresolved issues regards Gender Equality and, in a broader perspective, Human Rights. Therefore, teachers must be aware of their role and beliefs on the matter. The present manuscript address in an exploratory, qualitative level, the views of a group of Chilean female physics student teachers regards their own educational experience and projections as science educators, unraveling their understandings, doubts, hopes and concerns. We performed in deep interviews, analyzed their discourse, and provided a group of ten categories of findings. The main domains of study were: parity, stereotyping, gender equality definition, and gender equality perspective in education; meanwhile the emergent categories were: naïve view of gender issues, selfsabotage, sexist behavior, parity, working environment, self-learning processes, informed view of gender issues, access, futurestudents' learning processes, and expectations, of which the last was the most frequently addressed by our subjects. Each category is fully explained and supported by examples. Our findings are coherent with the current literature. We were able to define a clear profile of this particular group of our society: female students that are aware of gender issues in education, although with a lack of theoretical framework. Finally, it was interesting to find evidence about how females perceive gender issues regard their male classmates as well. The relationship between their experiences and the prolongation of gender issues is discussed.

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Tradition and Gender in Modernization Theory

Cited by 5 publications

References 0 publications

Economic perspectives from the global south and why they matter for economics worldwide

Economic perspectives from the global south and why they matter for economics worldwide

The Soviet Union as a ‘Feminist Colonialist?’ The Women’s Question in Early Soviet Central Asia

Being a Woman in The World of Physics Education: Female Physics Student Teachers’ Beliefs About Gender Issues, in the City of Valparaiso, Chile, from a Qualitative Perspective

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