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Education

When “Bright Futures” Fade: Paradoxes of Women’s Empowerment in Rwanda

Citation:

Berry, Marie E. 2015. "When 'Bright Futures' Fade: Paradoxes of Women’s Empowerment in Rwanda." Signs: Journal of Women in Culture and Society 41 (1): 1-27.

Author: Marie E. Berry

Annotation:

Summary:
"Recent qualitative work has challenged many of the impressive development indicators that the Government of Rwanda has presented to the international donor community. This article continues in this mold, employing qualitative methods and a bottom-up perspective to illustrate three paradoxes of development efforts that have emerged within different social institutions—including the family, the education system, and the labor market. Each of these paradoxes serves as an example of how efforts to promote women have failed to fundamentally transform ordinary women’s lives. In the first, patriarchal processes conflate adulthood with marriage, denying unwed women the same rights as their married counterparts and thus reinforcing women’s dependence on men. In the second, well-intentioned education policies promoting girls have unintended effects, which ultimately create new forms of oppression for women. Finally, the ambitious development enterprise led by the government is only made possible through the repression of some of its citizens, which essentially entrenches their poverty even more deeply. Combined, these three paradoxes suggest that the very efforts intended to remedy women’s subordination have indirectly reinforced it in particular ways. This article joins a tradition of feminist scholarship that cautions against an easy reading of efforts to promote social change" (Berry 2015, 3). 
 

Topics: Democracy / Democratization, Development, Education, Gender, Women, Gender Roles, Gendered Power Relations, Gender Equality/Inequality, Governance, Households, Peacebuilding, Peace Processes, Post-Conflict, Post-Conflict Reconstruction Regions: Africa, Central Africa, East Africa Countries: Rwanda

Year: 2015

Larger Than Life? Decolonising Human Security Studies through Feminist Posthumanism

Citation:

Hudson, Heidi. 2018. "Larger than Life? Decolonising Human Security Studies through Feminist Posthumanism." Strategic Review for Southern Africa 40 (1): 46-64. 

Author: Heidi Hudson

Abstract:

Binary thinking is one of the features of coloniality, manifesting in a zero-sum game between 'our' and 'their' security. The development of human security as an antidote has, however, been marked by a continuation of such divisions in a much subtler way. This state of affairs is exacerbated by the fact that concepts held up as possible solutions, such as the gendering of human security or the broader tool of decolonisation, are often also trapped in unimaginative oppositional thinking which runs the risk of recolonising knowledge and harming those who are supposed to be secured. The focus in this article is therefore on the coloniality of human security scholarship and practices and how this concept can be reinvigorated through a feminist 'post'-humanist lens. I argue that a feminist posthuman security approach that decentres the human (by going beyond asking for the inclusion of women only) and underscores agentic relations between (all) humans, the natural environment, technology and objects more adequately captures the entangled nature of human security practices, especially in the postcolony. The approach draws on a blend of six conceptual pillars, namely a poststructuralist understanding of agency as the product of intra-action rather than interaction; feminist critiques of equating what is male and what is human; the emphasis on intersections between race and gender in feminist postcolonial theory; the importance of situated knowledge; the agency of matter and objects in the construction of security and/ or insecurity; and an acknowledgement of indigenous Africa-centred knowledge forms. I conclude that this kind of posthuman security frame, which merges feminist posthumanism and new materialist posthumanism, not only allows a more nuanced and inclusive understanding of the human condition but also offers a foundation for developing a decolonised human security research agenda.

Topics: Coloniality/Post-Coloniality, Education, Feminisms, Gender, Gender Analysis, Security, Human Security

Year: 2018

Deconstructing Resilience: Why Gender and Power Matter in Responding to Climate Stress in Bangladesh

Citation:

Jordan, J. C. 2019. “Deconstructing Resilience: Why Gender and Power Matter in Responding to Climate Stress in Bangladesh.” Climate and Development 11 (2): 167–79. 

Author: J.C. Jordan

Abstract:

Resilience is increasingly becoming the new buzz word. This paper examines the utility of the concept of resilience for understanding the gendered experiences of women to climate stress, through case study research in South-west Bangladesh. It provides evidence that resilience, as commonly understood, is inadequate for understanding the intersecting vulnerabilities that women face because of embedded socio-cultural norms and practices. These vulnerabilities culminate in a gendered experience of climate stress, where some groups of women are more likely go without education, food and access to good quality water. Such circuits of control highlight the importance of a more radical, transformational, gendered and power sensitive frame for moving beyond coping mechanisms to strategies that deal with the fundamental root causes of vulnerability to climate stress. A failure to do so risks further reinforcing gender inequalities due to the reality of social difference and inequities within local power structures.

Keywords: Resilience, vulnerability, gender, climate stress, Bangladesh

Topics: Education, Environment, Climate Change, Gender, Gendered Power Relations, Gender Equality/Inequality Regions: Asia, South Asia Countries: Bangladesh

Year: 2019

Vulnerability and Adaptive Capacity of Inuit Women to Climate Change: A Case Study from Iqaluit, Nunavut

Citation:

Bunce, Anna, James Ford, Sherilee Harper, and Victoria Edge. 2016. “Vulnerability and Adaptive Capacity of Inuit Women to Climate Change: A Case Study from Iqaluit, Nunavut.” Natural Hazards 83 (3): 1419–41

Authors: Anna Bunce, James Ford, Sherilee Harper, Victoria Edge

Abstract:

Climate change impacts in the Arctic will be differentiated by gender, yet few empirical studies have investigated how. We use a case study from the Inuit community of Iqaluit, Nunavut, to identify and characterize vulnerability and adaptive capacity of Inuit women to changing climatic conditions. Interviews were conducted with 42 Inuit women and were complimented with focus group discussions and participant observation to examine how women have experienced and responded to changes in climate already observed. Three key traditional activities were identified as being exposed and sensitive to changing conditions: berry picking, sewing, and the amount of time spent on the land. Several coping mechanisms were described to help women manage these exposure sensitivities, such as altering the timing and location of berry picking, and importing seal skins for sewing. The adaptive capacity to employ these mechanisms differed among participants; however, mental health, physical health, traditional/western education, access to country food and store bought foods, access to financial resources, social networks, and connection to Inuit identity emerged as key components of Inuit women’s adaptive capacity. The study finds that gender roles result in different pathways through which changing climatic conditions affect people locally, although the broad determinants of vulnerability and adaptive capacity for women are consistent with those identified for men in the scholarship more broadly.

Keywords: climate change, women, adaptation, vulnerability, gender, Inuit, Nunavut

Topics: Education, Environment, Climate Change, Gender, Gender Roles, Health Regions: Americas, North America Countries: Canada

Year: 2016

Building Peace in Bougainville: Gender, Development and Education for Post-Conflict Recovery

Citation:

Ninnes, Peter. 2004. “Building Peace in Bougainville: Gender, Development and Education for Post-Conflict Recovery.” Paper Presented at the 2004 ANZCIES Conference, Melbourne, December 3-5. 

Author: Peter Ninnes

Annotation:

Summary:
"The Bougainville Crisis disrupted life in the North Solomons Province of Papua New Guinea from 1988-1998. A wide range of government and civil society organizations were involved in attempts at ending the conflict and ameliorating its effects. Since 1998, peace-building efforts have been widespread, and again have involved a range of local, national and international actors. In particular a number of locally initiated and managed grassroots non-government organizations (NGOs) have been established in Bougainville. These NGOs undertake a variety of tasks, including humanitarian relief, advocacy, counselling, development projects, and education. This paper reports on a case study of one local Bougainville NGO, the Leitana Nehan Women’s Development Organisation (LNWDA). LNWDA was formed in 1992, and has managed to survive and thrive in both war and peace, while other local NGOs have disappeared or remained relatively limited in their capacity to contribute to the peace-building efforts. This paper seeks to analyse how it is that LNWDA has managed to adapt to changing circumstances in Bougainville and continue to garner local, national and international support for its education, advocacy and counselling programs" (Ninnes 2004, 317). 

Topics: Armed Conflict, Development, Education, Gender, conflict, peace and security, International Organizations, NGOs, Peacebuilding, Post-Conflict, Post-Conflict Reconstruction Regions: Oceania Countries: Papua New Guinea

Year: 2004

Explaining Recidivism of Ex-Combatants in Colombia

Citation:

Kaplan, Oliver, and Enzo Nussio. 2018. “Explaining Recidivism of Ex-Combatants in Colombia.” Journal of Conflict Resolution 62 (1): 64–93.

Authors: Oliver Kaplan, Enzo Nussio

Abstract:

What determines the recidivism of ex-combatants from armed conflicts? In post-conflict settings around the world, there has been growing interest in reintegration programs to prevent ex-combatants from returning to illegal activities or to armed groups, yet little is known about who decides to ‘‘go bad.’’ We evaluate explanations for recidivism related to combatant experiences and common criminal motives by combining data from a representative survey of ex-combatants of various armed groups in Colombia with police records of observed behaviors that indicate which among the respondents returned to belligerent or illegal activities. Consistent with a theory of recidivism being shaped by driving and restraining factors, the results suggest that factors such as antisocial personality traits, weak family ties, lack of educational attainment, and the presence of criminal groups are most highly correlated with various kinds of recidivism and hold implications for programs and policies to successfully reintegrate ex-combatants into society.

Keywords: recidivism, reintegration, DDR, Colombia, civil war, ex-combatants

Topics: Armed Conflict, Civil Wars, Combatants, DDR, Education, Gender, Post-Conflict Regions: Americas, South America Countries: Colombia

Year: 2018

Do Natural Disasters Decrease the Gender Gap in Schooling?

Citation:

Takasaki, Yoshito. 2017. “Do Natural Disasters Decrease the Gender Gap in Schooling?” World Development 94 (1): 75–89.

Author: Yoshito Takasaki

Keywords: gender gap in schooling, child labor, natural disaster, disaster aid, Pacific, Fiji

Annotation:

Summary: 
Rapidly decreasing gender gaps in schooling in some developing countries can be partly explained by a gendered division of child farm labor as a coping response to natural disasters. This paper makes a case for this conjecture by analyzing original household survey data from rural Fiji. Boys, not girls, contribute to farming only among cyclone victims with dwelling damage, independent of housing-aid receipt. Boys’ school enrollment is significantly lower than girls’ only among victims who did not receive aid early enough. Boys with no elder brother and an educated father are particularly vulnerable in their progression to higher level schools.

Topics: Education, Environment, Environmental Disasters, Gender, Households Regions: Oceania Countries: Fiji

Year: 2017

Woman's Role in Economic Development

Citation:

Boserup, Ester, Nazneen Kanji, Su Fei Tan, and Camilla Toulmin. 2007. Woman's Role in Economic Development. London: Earthscan.

Authors: Ester Boserup, Nazneen Kanji, Su Fei Tan, Camilla Toulmin

Annotation:

Summary:
This classic text by Ester Boserup was the first investigation ever undertaken into what happens to women in the process of economic and social growth throughout the developing world, thereby serving as an international benchmark. In the context of the ongoing struggle for women's rights, massive urbanization and international efforts to reduce poverty, this book continues to be a vital text for economists, sociologists, development workers, activists and all those who take an active interest in women's social and economic circumstances and problems throughout the world. A substantial new Introduction by Nazneen Kanji, Su Fei Tan and Camilla Toulmin reflects on Boserup's legacy as a scholar and activist, and the continuing relevance of her work. This highlights the key issue of how the role of women in economic development has or has not changed over the past four decades in developing countries, and covers crucial current topics including: women and inequality, international and national migration, conflict, HIV and AIDS, markets and employment, urbanization, leadership, property rights, global processes, including the Millennium Development Goals, and barriers to change. (Summary from Taylor and Francis Group)
 

Table of Contents:

Introduction

Part I: In the Village

1. Male and Female Farming Systems

2. The Economics of Polygamy

3. Loss of Status Under European Rule

4. The Casual Worker

Part II: In the Town

5. Women in a Men's World

6. Industry: From the Hut to the Factory

7. The Educated Woman

8. Women in the Urban Hierarchy

Part III: From Village to Town

9. The Lure of the Towns

10. Urban Job Opportunities for Women

11. The Unemployment Scare

12. The Design of Female Education

Topics: Armed Conflict, Development, Displacement & Migration, Migration, Economies, Education, Gender, Health, HIV/AIDS, Rights, Property Rights, Women's Rights

Year: 2007

Gender Justice, Development, and Rights

Citation:

Molyneux, Maxine, and Shahra Razavi, eds. 2002. Gender Justice, Development, and Rights. New York: Oxford University Press. 

Authors: Maxine Molyneux, Shahra Razavi

Annotation:

Summary:
Gender Justice, Development, and Rights reflects on the significance accorded in international development policy to rights and democracy in the post-Cold War era. Key items on the contemporary policy agenda - neo-liberal economic and social policies, democracy, and multi-culturalism - are addressed here by leading scholars and regional specialists through theoretical reflections and detailed case studies. Together they constitute a collection which casts contemporary liberalism in a distinctive light by applying a gender perspective to the analysis of political and policy processes. Case studies from Latin America, sub-Saharan Africa, the Middle East, East-Central Europe, South and South-East Asia contribute a cross-cultural dimension to the analysis of contemporary liberalism - the dominant value system in the modern world - by examining how it both exists in and is resisted in developing and post-transition societies. (Summary from WorldCat)
 
Table of Contents:
1. Introduction
Maxine Molyneux and Shahra Razavi
 
Part I: Re-Thinking Liberal Rights And Universalism 
 
2. Women's Capabilities And Social Justice
Martha Nussbaum
 
3. Gender Justice, Human Rights And Neo-Liberal Economic Policies
Diane Elson
 
4. Multiculturalism, Universalism And The Claims Of Democracy
Anne Phillips
 
Part II: Social Sector Restructuring And Social Rights 
 
5. Political And Social Citizenship: An Examination Of The Case Of Poland
Jacqueline Heinen and Stephane Portet
 
6. Engendering The New Social Citizenship In Chile: Ngos And Social Provisioning Under Neo-Liberalism
Veronica Schild
 
7. Engendering Education: Prospects For A Rights-Based Approach To Female Education Deprivation In India
Ramya Subrahmanian
 
Part III: Democratisation And The Politics Of Gender 
 
8. Feminism And Political Reform In The Islamic Republic Of Iran
Parvin Paidar
 
9. The 'Devil's Deal': Women's Political Participation And Authoritarianism In Peru
Cecilia Blondet M.
 
10. In And Against The Party: Women's Representation And Constituency-Building In Uganda And South Africa
Anne Marie Goetz and Shireen Hassim
 
PART IV: Multiculturalisms In Practice 
 
11. The Politics Of Gender, Ethnicity And Democratization In Malaysia: Shifting Interests And Identities
Maznah Mohamad
 
12. National Law And Indigenous Customary Law: The Struggle For Justice Of Indigenous Women In Chiapas, Mexico Aida
Hernandez Castillo
 
13. The Politics Of Women's Rights And Cultural Diversity In Uganda
Aili Mari Tripp
 

Topics: Economies, Poverty, Education, Governance, Political Participation, Privatization, Rights, Human Rights, Women's Rights Regions: Africa, Central Africa, Southern Africa, Americas, Central America, South America, Asia, South Asia, Southeast Asia, Europe, Eastern Europe Countries: Chile, India, Iran, Malaysia, Mexico, Peru, Poland, South Africa, Uganda

Year: 2002

Successful Girls? Complicating Post-Feminist, Neoliberal Discourses of Educational Achievement and Gender Equality

Citation:

Ringrose, Jessica. 2007. “Successful Girls? Complicating Post-Feminist, Neoliberal Discourses of Educational Achievement and Gender Equality.” Gender & Education 19 (4): 471–89.

Author: Jessica Ringrose

Abstract:

This paper examines how an ongoing educational panic over failing boys has contributed to a new celebratory discourse about successful girls. Rather than conceive of this shift as an anti-feminist feminist backlash, the paper examines how the successful girl discourse is postfeminist, and how liberal feminist theory has contributed to narrowly conceived, divisive educational debates and policies where boys' disadvantage/success are pitted against girls' disadvantage/success. The paper illustrates that gender-only and gender binary conceptions of educational achievement are easily recuperated into individualizing neo-liberal discourses of educational equality, and consistently conceal how issues of achievement in school are related to issues of class, race, ethnicity, religion, citizenship and location. Some recent media examples that illustrate the intensification of the successful girl discourse are examined. It is argued that the gender and achievement debate fuels a seductive postfeminist discourse of girl power, possibility and choice with massive reach, where girls' educational performance is used as evidence that individual success is attainable and educational policies are working in contexts of globalization, marketization and economic insecurity. The new contradictory work of 'doing' successful femininity, which requires balancing traditional feminine and masculine qualities, is also considered. (Abstract from original)

Topics: Education, Feminisms, Gender, Masculinity/ies, Femininity/ies, Globalization, Privatization

Year: 2007

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