Gender, education and the possibility of transformative knowledge

Global policies today encourage greater access by women to formal schooling but leave aside issues of content and school practices essential to the modification of the social relations of gender. This article assumes a holistic approach and compares the promise of education with its actual contribut...

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Bibliographic Details
Published inCompare Vol. 36; no. 2; pp. 145 - 161
Main Author Stromquist, Nelly P
Format Journal Article
LanguageEnglish
Published Oxford Routledge 01.06.2006
Taylor & Francis Ltd
Subjects
Bildung
Bildungsbeteiligung
Bildungspolitik
Comparative analysis
Economic Factors
Education
Education policy
Educational Change
Feminism
Frauenbildung
Frauenorganisation
Gender
Gender Issues
Geschlechtsspezifischer Unterschied
Gleichberechtigung
Holistic Approach
Justice
Knowledge
Lateinamerika
Mädchenbildung
NGOs
Nongovernmental Organizations
Performance Factors
Policy
Policy Analysis
Politics of Education
Redistribution
Social Action
Social change
Social Justice
Soziale Ungleichheit
Soziologie
State
Teacher education
Transformation
Transformative Learning
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Summary:Global policies today encourage greater access by women to formal schooling but leave aside issues of content and school practices essential to the modification of the social relations of gender. This article assumes a holistic approach and compares the promise of education with its actual contribution to transformative knowledge. It examines why education is upheld as such a promising mechanism, despite the numerous obstacles it faces given contemporary developments, particularly the increasing pressures of globalisation that move steadily weakened nation-states away from interventions to foster social justice. Lack of consensus within the women's and feminist movements, limited efforts to change teacher training programmes and scant attention to the work of women-led non-governmental organisations (NGOs) in the provision of alternative education are identified as key elements in need of attention if transformative knowledge is to be secured. (DIPF/Orig.).
ISSN:0305-7925
1469-3623
DOI:10.1080/03057920600741131