Education

Psychosocial Assistance for Youth: Toward Reconstruction for Peace in Angola

Citation:

Wessells, Michael, and Carlinda Monteiro. 2006. “Psychosocial Assistance for Youth: Toward Reconstruction for Peace in Angola.” Journal of Social Issues 62 (1): 121–39.

Authors: Michael Wessells, Carlinda Monteiro

Abstract:

Following decades of war, Angolan youth are at risk of continuing cycles of violence and need support in developing positive behaviors and social roles. Accordingly, a community-based program, conducted in Angola 1998–2001, taught youth life skills, provided peer support and peace education, educated adults about youth, and engaged youth as workers on community development projects. The main results included increased adult awareness of the situation and needs of youth, improved youth-adult relations, reduced perceptions of youth as troublemakers, reduced fighting between youth, increased community planning, and increased perceptions that youth make a positive contribution to the community. The results suggest that a dual focus on youth and community development contributes to peacebuilding and the disruption of cycles of violence.

Topics: Age, Youth, Development, Education, Gender, Girls, Boys, Post-Conflict, Post-Conflict Reconstruction, Peacebuilding Regions: Africa, Southern Africa Countries: Angola

Year: 2006

Promoting a Gender-Just Peace: The Roles of Women Teachers in Peacebuilding and Reconstruction

Citation:

Kirk, Jackie. 2004. “Promoting a Gender-Just Peace: The Roles of Women Teachers in Peacebuilding and Reconstruction.” Gender & Development 12 (3): 50–9.

Author: Jackie Kirk

Abstract:

Schools - however temporary and improvised they may be - are often among the first community organisations to start functioning after a crisis. It is important that they set a high standard in encouraging the active participation of women in reconstruction and peacebuilding after conflict. This article examines the potential of women teachers for significant participation in building a gender-just peace, and the challenges that exist for women to fulfil this potential. Drawing on examples from a number of different contexts, especially Afghanistan, Ethiopia, and south Sudan, it discusses women teachers' personal and professional development. It identifies some of the challenges faced by women in becoming teachers, and strategies to support women teachers to become agents of change in their societies.

Topics: Development, Education, Gender, Women, Peacebuilding, Post-Conflict, Post-Conflict Reconstruction Regions: Africa, East Africa, Asia, South Asia Countries: Afghanistan, Ethiopia, South Sudan

Year: 2004

Promoting Human Security: Ethical, Normative and Educational Frameworks in Western Europe

Citation:

Burgess, J. Peter. 2007. Promoting Human Security: Ethical, Normative and Educational Frameworks in Western Europe. Paris: UNESCO Human Security Report.

Author: J. Peter Burgess

Topics: Education, Security, Human Security Regions: Europe, Western Europe

Year: 2007

Questioning Women’s Solidarity: The Case of Land Rights, Santal Parganas, Jharkhand, India

Citation:

Rao, Nitya. 2005. “Questioning Women’s Solidarity: The Case of Land Rights, Santal Parganas, Jharkhand, India.” Journal of Development Studies 43 (3): 353- 375.

Author: Nitya Rao

Abstract:

Women's land rights have been on the policy agenda in India for at least the last 20 years. Yet not much has happened on the ground. Why have not women mobilised to claim rights to land? What have been the limits to collective action by women around land rights? Through fieldwork in the Santal Parganas, Jharkhand, India, this article explores these questions. Firstly, the socially embedded nature of land as a resource and the mutuality and interdependence between men and women in the productive use of land needs to be recognised. Consequently, more than gender identities, it is other cross-cutting identities of ethnicity, education, kinship relations and marital status that both motivate women to stake their claims to land as well as oppose the claims of other women and men. Secondly, women's land claims seem to have a chance of becoming effective only if they have some male support, hence rather than aligning with other women, those who are serious in their claims seek to build alliances with men, particularly those able to influence the argument in their favour. Just as amongst women, there is considerable evidence to show that men too adopt different subject-positions depending on their own experience and context. Finally, by attempting to present women's land claims as a gender issue, not only is it found that women are unwilling to mobilise around this issue, but there is also an enhanced resistance from men.

Keywords: women's land rights, collective action, men, Gender, mobilization

Topics: Education, Ethnicity, Gender, Gendered Power Relations, Patriarchy, Rights, Land Rights, Women's Rights Regions: Asia, South Asia Countries: India

Year: 2005

Patriarchy, Militarization, and the Gender Gap in Education: The Case of Pakistan

Citation:

Azhar, Talat. 2009. "Patriarchy, Militarization, and the Gender Gap in Education: The Case of Pakistan." PhD diss., Pennsylvania State University.

Author: Talat Azhar

Abstract:

This study investigated the effects of patriarchy and militarization on women's educational attainment in Pakistan, where the literacy rate is among the lowest in the world, roughly two-thirds of all women cannot read or write, and even modest goals of girls' primary school enrollments seem elusive. Some progress has been made toward universal primary school enrollment, but by and large, secondary and tertiary education has remained beyond the reach of women in many parts of South Asia, including Pakistan. Efforts to improve women's education in Pakistan have focused on issues related to underdevelopment, poverty, and religious fundamentalism. Consequently, most literature addresses school, family, and community factors as the primary barriers to participation in education. My thesis represents the first attempt at exploring the power relations emerging from patriarchy and militarization, and their collective contribution to gender differences in educational attainment in Pakistan. Using data from the Adolescent and Youth Survey of Pakistan, conducted by the Population Council and the government of Pakistan in 2001-2002, I have investigated the reasons for persistence in women's low educational attainment. I used binary logistic regression to analyze three dependent variables: currently attending school, primary school completion, and ever attended school. Results of this study suggest that girls are at a distinct disadvantage relative to boys in educational attainment. Girls are also far less likely to seek an education because of perceived social undesirability of schooling and lack of empowerment to make decisions regarding their lives. A further analysis reveals that the disadvantages increase during the military government. The findings of this study have implications for providing policy direction toward achieving gender parity in education as a first step and subsequently striving for universal primary education in postcolonial conflict zones. More specifically, the findings point to a need to look beyond establishing girls' primary schools for a solution to the education crisis.

Topics: Age, Youth, Coloniality/Post-Coloniality, Education, Gender, Women, Girls, Gendered Power Relations, Patriarchy, Gender Equality/Inequality, Governance, Post-Conflict Governance, Military Forces & Armed Groups, Militarization, Rights, Women's Rights Regions: Asia, South Asia Countries: Pakistan

Year: 2009

The Payoff From Women’s Rights

Citation:

Coleman, Isobel. 2004. “The Payoff From Women’s Rights.” Foreign Affairs 83 (3): 80-95.

Author: Isobel Coleman

Abstract:

Over the past decade, significant research has demonstrated what many have known for a long time: women are critical to economic development, active civil society, and good governance, especially in developing countries. Focusing on women is often the best way to reduce birth rates and child mortality, improve health, nutrition, and education, stem the spread of HIV/AIDS, build robust and self-sustaining community organizations, and encourage grassroots democracy. Much like human rights a generation ago, women's rights were long considered too controversial for mainstream foreign policy. For decades, international development agencies skirted gender issues in highly patriarchal societies. Now, however, they increasingly see women's empowerment as critical to their mandate. 

Keywords: economic development, women's rights, community health, gender issues, womens empowerment

Topics: Civil Society, Democracy / Democratization, Development, Economies, Education, Gender, Women, Gendered Power Relations, Patriarchy, Governance, Health, HIV/AIDS, International Organizations, Rights, Women's Rights

Year: 2004

The Impact of Improved Rural Roads on Gender Relations in Peru

Citation:

Bravo, Ana. 2002. "The Impact of Improved Rural Roads on Gender Relations in Peru." Mountain Research and Development 22 (3): 221-24.

Author: Ana Bravo

Abstract:

The Andean region of Peru covers over one third of the country's territory and contains about 30% of its total population. Development is constrained by both natural and nonnatural barriers, especially in rural areas. Geographic isolation, difficult mountainous terrain, high costs associated with improving transport infrastructure, deficient services, and intermediate means of transport limit the mobility of the rural poor as well as their access to basic services and utilities. Illiteracy rates are high in rural areas; the rate for women (28.2%) is 3 times that of men (9.1%). Responsible de facto for family life activities (education, health, food, recreation, child-care, family relations, etc) and increasingly sharing productive and management roles with men, rural women carry a significant workload. The impact of improved rural roads on gender relations in the Peruvian Andes is highlighted in the present paper, with a focus on the example of the Rural Roads Program. Recommendations are made for more gender-sensitive policy programs in the transport sector.

Keywords: education, poverty

Topics: Economies, Poverty, Education, Gender, Women, Gender Roles, Gendered Power Relations, Gender Equality/Inequality, Health, Households, Infrastructure, Transportation Regions: Americas, South America Countries: Peru

Year: 2002

Strategic Transformation: Cultural and Gender Identity Negotiation in First-Generation Vietnamese Youth

Citation:

Stritikus, Tom, and Diem Nguyen. 2007. "Strategic Transformation: Cultural and Gender Identity Negotiation in First-Generation Vietnamese Youth." American Educational Research Journal 44 (4): 853-95.

Authors: Tom Stritikus, Diem Nguyen

Abstract:

This article explores the various ways in which recent Vietnamese immigrant students form cultural and gender identities as they transition to U.S. schooling. Using data from a 2-year qualitative study that tracked the social and academic adjustment processes of recent Vietnamese immigrant youth, this article examines the tensions that students struggle with as they bring their own values and practices into the school site. The findings suggest that gender functions as a complex social category for recent immigrants that shifts across social contexts. The authors argue that accounting for a full picture of gender identity more accurately captures the manner in which recent immigrant students adapt to U.S. schooling.

Keywords: immigration, gender identity

Topics: Age, Youth, Education, Gender Regions: Americas, North America, Asia, Southeast Asia Countries: United States of America, Vietnam

Year: 2007

The Role of Women's Organizations in Post-Conflict Cambodia

Citation:

Frieson, Kate G. 1998. The Role of Women's Organizations in Post-Conflict Cambodia. Washington: Center for Development Information and Evaluation, USAID.

Author: Kate G. Frieson

Keywords: post-conflict, women's organizations, intersectionality, socio-economics

Annotation:

"Two decades of conflict and genocide in Cambodia, in particular the rule of terror of the Khmer Rouge, have had devastating social, family, interpersonal, economic, and political effects on women. This report, one in a USAID-funded series on women in post-conflict societies, explores the role of the indigenous women's organizations (WOs) created and nurtured by the international community to improve the lot of Cambodian women. The WOs, though numbering only 18, are empowering women through vocational training and microcredit programs and by assisting victims of HIV/AIDS, domestic violence, and trafficking and forced prostitution. They are also beginning to influence the political landscape through voter education and advocacy programs. According to one trainee: "Men cannot abuse women if women know their rights. Now we understand how to work together for justice." Yet WOs continue to face many obstacles. The country has no tradition of civil society organizations, government support is unstable, and WOs' dependence on external assistance limits their autonomy and capacity to fashion new programs. WO leadership is dominated by one charismatic figure reluctant to delegate authority. Most of the WOs have yet to develop an open management system in which the staff can discuss issues and problems freely. WOs require continual international support to survive and play an important role in improving women's social and economic conditions.

"The Cambodian experience inculcates the following major lessons: (1) Comprehensive, targeted interventions based on a coherent policy framework are needed to help women and reconstruct gender relations in post-conflict societies. Gender-blind policies and programs are not sufficient. (2) The war undermined the traditional sexual division of labor, creating new economic and political opportunities for women. Women entered into occupations closed to them earlier and held important national and local offices during the conflict. After the war, donors developed programs to consolidate those gains. This course can be followed in other post-conflict societies. (3) Education and training of women in refugee camps can prepare them to assume leadership roles in post-conflict societies. (4) Newly founded WOs can be used by the international community to channel humanitarian and developmental assistance in post-conflict societies. But WOs are also a means to help women gain self-respect and participate in decisionmaking. (5) WOs in post-conflict societies can develop local roots and gain political legitimacy despite dependence on international resources. (6) Donors should consider multi-year funding to allow WOs to focus on social, economic, and political development activities. (7) WOs often follow the example of international NGOs in their working conditions, spending considerable resources on four-wheel-drive vehicles, spacious offices, and large support staff. Such operations are questionable under the conditions of post-conflict societies. (8) Cambodian WOs should be encouraged to specialize instead of competing for external resources for similar programs." (This annotation is from Peacewomen.org)

Topics: Civil Society, Development, Displacement & Migration, Refugee/IDP Camps, Economies, Education, Gender, Women, Gendered Power Relations, Genocide, Indigenous, Justice, Political Participation, Post-Conflict, Rights, Women's Rights, Violence Regions: Asia, Southeast Asia Countries: Cambodia

Year: 1998

Reconstructing Gender: Iraqi Women Between Dictatorship, War, Sanctions and Occupation

Citation:

Al-Ali, Nadje. 2005. "Reconstructing Gender: Iraqi Women Between Dictatorship, War, Sanctions and Occupation." Third World Quarterly 26 (4-5): 739-58.

Author: Nadje Al-Ali

Abstract:

This article explores the role of Iraqi women in reconstruction processes by contextualizing the current situation with respect to changing gender ideologies and relations over the past three decades. Before discussing the Iraqi case specifically, I provide a brief theoretical background about the significance of gender in reconstruction as well as nation-building processes. A historical background aims to shed light on the changing gender ideologies and relations during the regime of Saddam Hussein. The article focuses particularly on the impacts of the early developmental-modernist discourses of the state and the impacts of war (Iran-Iraq war 1980-88, Gulf wars 1991, 2003) as well as on the comprehensive economic sanctions regime (1990-2003). The latter involved wider social changes affecting women and gender relations but also society at large because of the impoverishment of the well educated middle- class, wide-scale unemployment, an economic crisis and a shift towards more conservative values and morals. It is against this historical background that contemporary developments related to ongoing conflict, occupation and political transition affect women and gender relations.

Keywords: post-conflict reconstruction, S1325, women's political participation, governance, nation-building, reconstruction, economics, political transition

Annotation:

Al-Ali begins by calling attention to the struggles that Iraqi women have faced in spite of the country’s recent process of democratization. While UN Resolution 1325 calls for the incorporation of gender concerns into the reconstruction process, foreign occupation and the unstable interim government (as of 2005, when this article was written) have prevented the internalization of gender-conscious values among the Iraqi populace. In her article, Al-Ali first explores the significant of gender in the reconstruction process and then turns to post-war Iraq as a case study.

In her section on gender and post-conflict periods, Al-Ali explains that post-war situations often elicit violence against women. In post-war Iraq, for example, the levels of violence (particularly against women) were actually greater following the period of militarized conflict. When violence is no longer institutionalized, women lack the political space to challenge gender relations that they had during wartime; thus, the safety and well-being of women is often ignored in the post-conflict period. Al-Ali proceeds to explain how women have been excluded from post-conflict reconstruction processes. While women strive to make their voices heard through engagement with NGOs, these organizations are often discounted by male-dominated society. SCR 1325 is also ignored in many Muslim societies, as it is viewed as an imposition of Western culture and values, especially in US-occupied Iraq.

Al-Ali provides a historical context through which to analyze the situation of Iraqi women before the 1990s. She explains that early Baathist policies in the 1970s fostered women’s rights as part of the regime’s effort for national indoctrination, and as men went off to fight during the 1980-88 Iran-Iraq War, women took over their positions in the workforce. The economic sanctions imposed on Iraqi society in the 1990s, however, adversely affected women, as it led to a breakdown of the welfare state and pushed women back into their traditional roles as mothers and housewives.

The war has had a drastic impact on gender roles within the household in ways that are detrimental to women. The economic and political issues that have resulted from the war have strained relationships between husbands and wives, leading to increased divorce rates and levels of domestic abuse against women. Due to the high fatality levels among male soldiers, women left without husbands have been forced to run female-headed households, which has presented women with degrees of responsibility with which they often cannot cope.

The increased levels of religiosity in post-war Iraq have also contributed to a culture that puts social limitations on women. Girls have become increasingly worried about their reputation, and the number of honor killings has increased since the start of the war. Additionally, economic hardships have forced women into prostitution, which has led to greater incentives to impose conservative regulations on women’s behavior.

In regard to women’s political participation in the post-war period, Al-Ali explains that the number of women’s organizations has been increasing since 2003, and women have become mobilized around the issues of replacing the personal status law with a more conservative law, as well as the issue of drafting a quota for women’s representation in political office. Recently, however, women’s organizations have been hindered by the country’s severe security situation, which has prevented women from leaving their houses and running for elections in 2005. Gender-specific threats and violence have posed a particular barrier to gender equality in Iraq, according to Human Rights Watch.

Ultimately, Al-Ali presents a bleak picture of the ways in which war, sanctions, and occupation have negatively impacted Iraqi women. Her vision of the future is no less pessimistic; she doubts whether the women’s political representation quota of 25% will be fulfilled, and she points to the worsening humanitarian situation for women in particular. In order to improve the situation for Iraqi women, she advocates  the mainstreaming of gender into all aspects of post-conflict reconstruction, which would involve the incorporation of women into government as well as economic and judiciary processes. Because she attributes the failure of gender equality largely to its association with Western values, she writes that rather than encourage a feminist approach to reconstruction, emphases should be placed on education and other areas that would necessarily improve the status of women.

Topics: Armed Conflict, Economies, Poverty, Education, Gender, Women, Gender Roles, Gendered Power Relations, Gender Equity, Governance, Post-Conflict Governance, Households, Justice, Transitional Justice, Military Forces & Armed Groups, Political Participation, Post-Conflict, Post-Conflict Reconstruction, Religion, Rights, Women's Rights Regions: MENA, Asia, Middle East Countries: Iraq

Year: 2005

Pages

© 2024 CONSORTIUM ON GENDER, SECURITY & HUMAN RIGHTSLEGAL STATEMENT All photographs used on this site, and any materials posted on it, are the property of their respective owners, and are used by permission. Photographs: The images used on the site may not be downloaded, used, or reproduced in any way without the permission of the owner of the image. Materials: Visitors to the site are welcome to peruse the materials posted for their own research or for educational purposes. These materials, whether the property of the Consortium or of another, may only be reproduced with the permission of the owner of the material. This website contains copyrighted materials. The Consortium believes that any use of copyrighted material on this site is both permissive and in accordance with the Fair Use doctrine of 17 U.S.C. § 107. If, however, you believe that your intellectual property rights have been violated, please contact the Consortium at info@genderandsecurity.org.

Subscribe to RSS - Education