© 2007 – Routledge
Timely and original, this book examines gender equality in schooling as an aspiration of global social justice. With nearly one billion people having little or no schooling and women and girls comprising nearly two-thirds of this total, this book analyses the historical, sociological, political and philosophical issues involved as well as exploring actions taken by governments, Inter-Government Organisations, NGOs and women’s groups since 1990 to combat this injustice.
Written by a recognised expert in this field, the book is organised clearly into three parts:
Addressing the urgent global challenges in gender and schooling, this book calls for a new connected approach in policy and practice. It is essential reading for all those interested in education, along with developmental studies, sociology, politics and women’s studies.
Part 1: Context: History and Concepts 1. Gender and Education for All: Setting the Scene 2. Debating Global Social Justice Part 2: Why Address Gender and Schooling Globally? 3. Schooling Women and Girls: A Means not an End 4. Gendered Human Rights in Education 5. Capabilities and Obligations in an Unequal World 6. Power, Meaning and Activism: Some Problems for Global Social Justice Part 3: Schooling and Global Social Justice: Interventions, Institutions, and Interactions 7. Interventions: ‘Get Girls In’ 8. Institutionalising Gender Equality in Education 9. The Interactive Approach 10. Gender Equality, Global Social Justice and the Promise of School
Peter Aggleton, UNSW, Australia
Sally Power, University of Cardiff, UK
Michael Reiss, Institute of Education, University of London, UK
Foundations and Futures of Education focuses on key emerging issues in education as well as continuing debates within the field. The series is inter-disciplinary, and includes historical, philosophical, sociological, psychological and comparative perspectives on the purposes and nature of education; increasing interdisciplinarity within the field; and the theory-practice divide.