Drawing on case-study research that examined initiatives which engaged with global aspirations to advance gender equality in schooling in Kenya and South Africa, this book looks at how global frameworks on gender, education and poverty are interpreted in local settings and the politics of implementation. It discusses the forms of global agreements in particular contexts, and allows for an appraisal of how they have been understood by the people who implement them.
By using an innovative approach to comparative cross country research, the book illuminates how ideas and actions connect and disconnect around particular meanings of poverty, education and gender in large systems and different settings. Its conclusions will allow assessments of the approach to the post-2015 agenda to be made, taking account of how policy and practice relating to global social justice are negotiated, sometimes negated, the forms in which they are affirmed and the actions that might help enhance them.
This book will be valuable for students, researchers, academics, senior teachers, senior government and inter-government officials and senior staff in NGOs working in the field of education and international development, gender, poverty reduction, and social development.
1. Introduction 2. Contested meanings of gender equality in education Part 1 3. Ladders in the wind: Global policy on gender and education 4. Negotiating global gender and education policies in Kenya, 2003-2016 5. Global gender and education policy exchange in South Africa, 1991-2016 Part 2 6. People and policies: negotiating meanings of gender in education 7. Poverty and practice: Boundaries of blame and disconnection in education 8. Gender mainstreaming and education policy: interventions, institutions and interactions 9. Perspectives on the SDGs: It’s harder than you think
This series of research-based monographs and edited collections provides new analyses of the relationships between education, poverty and international development. The series offers important theoretical and methodological frameworks for the study of developing-country education systems, in the context of national cultures and ambitious global agendas. It aims to identify the key policy challenges associated with addressing social inequalities, uneven social and economic development and the opportunities to promote democratic and effective educational change.
The series brings together researchers from the fields of anthropology, economics, development studies, educational studies, politics international relations and sociology. It represents a unique opportunity to publish work by some of the most distinguished writers in the fields of education and development along with that of new authors working on important empirical projects. The series contributes important insights on the linkages between education and society based on inter-disciplinary, international and national studies.
Sharp, critical and innovative studies are sought that are likely to have a strategic influence upon the thinking of academics and policy-makers. They may include critical syntheses of existing research and policy, innovative research methodologies, and in-depth evaluations of major policy developments. Some studies will address topics relevant to poverty alleviation, national and international policy-making and aid, whilst others may represent anthropological or sociological investigations on how education works or does not work within local communities, for households living in poverty or for particular socially marginalised groups. Preference will be given to studies with a comparative international approach although some single-country studies will be considered, where they raise interesting theoretical and policy issues with clear relevance for international audiences.