Skip to main content
SpringerLink
Log in

Mapping the Dialectic Between Global and Local Educational Discourses On Gender Equality and Equity

  • Chapter
Beyond the Comparative

Part of the book series: Pittsburgh Studies In Comparative and International Education ((PSCIE,volume 1))

Abstract

It may be argued that in 1990 the global campaign on education began with the start of the Education for All (EFA) movement, a result of the World Conference on Education for All in Jomtien, Thailand. This brought about a new era in educational research focusing on issues such as the “world institutionalization of education” (Meyer and Ramirez 2000), “global governance” (Mundy 2006), or more recently the “harmonization of education” (Tröhler 2010).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Similar content being viewed by others

References

  • Aikman, Shelia, & Elaine Unterhalter, eds. (2007). Practising Gender Equality in Education. Oxford, UK: Oxfam Publishing.

    Google Scholar 

  • Allen, Graham. (2000). Intertextuality: The New Critical Idiom. London: Routledge.

    Google Scholar 

  • Bailey, Joanne. (2005). Is the Rise of Gender History ‘Hiding’ Women from History Once Again? London: Institute of Historical Research. Available online at:http://www.history.ac.uk

  • Baker, David P., & Alexander W. Wiseman, eds. (2009). Gender, Equality, and Education from International and Comparative Perspectives. Bingley, UK: Emerald/JAI.

    Google Scholar 

  • BBC News. (2011). “South Sudan Referendum: 99% Vote for Independence.” London: BBC News Africa. Available online at:http://www.bbc.co.uk

  • Bendera, Stella. (1999). “Promoting Education for Girls in Tanzania.” In Christine Heward and Shelia Bunwaree (Ed.), Gender, Education, and Development: Beyond Access to Empowerment (pp. 117–132). London: Zed Books.

    Google Scholar 

  • Best, Steven, & Douglas Kellner. n.d. The Postmodern Turn in Philosophy: Theoretical Provocations and Normative Deficits. Los Angeles: Graduate School of Education and Information Studies, University of California, Los Angeles. Available online at:http://www.gseis.ucla.edu

  • Breidlid, Anders. (2005). “Sudanese Migrants in the Khartoum Area: Fighting for Educational Space.” International Journal of Educational Development, 25(3), 253–268.

    Article  Google Scholar 

  • Brock, Colin, & Nadine K. Cammish. (1997). Factors Affecting Female Participation in Education in Seven Developing Countries. Education Research Series 9. London: Department for International Development (formerly Overseas Development Administration).

    Google Scholar 

  • Butler, Judith. (1990). Gender Trouble: Feminism and the Subversion of Identity. New York: Routledge.

    Google Scholar 

  • Clark, James, & Allan Paivio. (1991). “Dual Coding Theory and Education.” Educational Psychology Review 3(3), 149–210.

    Article  Google Scholar 

  • Colclough, Christopher, Pauline Rose, & Mercy Tembon. (1998). Gender Inequalities in Primary Schooling: The Roles of Poverty and Adverse Cultural Practice. Working Paper No. 78. Brighton, UK: Institute of Development Studies.

    Google Scholar 

  • Connell, Raewyn. (2010). “Kartini’s Children: On the Need for Thinking Gender and Education Together on a World Scale.” Gender and Education 22(6), 603–615.

    Article  Google Scholar 

  • Connelly, Patricia M., Tania M. Li, Martha MacDonald, & Jane L. Parpart. (2000). “Feminism and Development: Theoretical Perspectives.” In Jane L. Parpart, Patricia Connelly, & Eudine Barriteau (Ed.), Theoretical Perspectives on Gender and Development. (pp. 51–160). Ottawa: International Development Research Centre.

    Google Scholar 

  • Derrida, Jacques. (1991). “A Letter to a Japanese Friend.” In Peggy Kamuf (Ed.), A Derrida Reader: Between the Blinds (pp. 269–276). New York: Harvester Wheatsheaf.

    Google Scholar 

  • Enslin, Penny. (2003). “Citizenship Education in Post-Apartheid South Africa.” Cambridge Journal of Education, 33(1), 73–83.

    Article  Google Scholar 

  • Fielding, Michael. (1999). “Target Setting, Policy Pathology and Student Perspectives: Learning to Labour in New Times.” Cambridge Journal of Education 29(2), 277–287.

    Article  Google Scholar 

  • Foucault, Michel. (1980). Power/Knowledge: Selected Interviews and Other Writings 1972–1977, ed. and trans. Colin Gordon. New York: Pantheon Books.

    Google Scholar 

  • Foucault, Michel. (1989). The Archaeology of Knowledge. London: Routledge.

    Google Scholar 

  • Geertz, Clifford. (1973). The Interpretation of Cultures: Selected Essays. New York: Basic Books.

    Google Scholar 

  • Gerhard, Ute. (2001). Debating Women’s Equality: Toward a Feminist Theory of Law from a European Perspective. Piscataway, NJ: Rutgers University Press.

    Google Scholar 

  • Government of Southern Sudan (GOSS). (2009). Education Sector: Budget Sector Plan 2010–2012. Juba, Southern Sudan: GOSS.

    Google Scholar 

  • Habermas, Jürgen. (1971). Theory and Practice. Boston: Beacon Books.

    Google Scholar 

  • Harding, Sandra. (1991). Whose Science? Whose Knowledge? Thinking from Women’s Lives. Ithaca, NY: Cornell University Press.

    Google Scholar 

  • Holmarsdottir, Halla B. (2005). From Policy to Practice: A Study of the Implementation of the Language-in-Education Policy (LiEP) in Three South African Primary Schools. Oslo: Unipub.

    Google Scholar 

  • Holmarsdottir, Halla B., Ingrid B. M. Ekne, & Heidi L. Augestad. (2011). “The Dialectic between Global Gender Goals and Local Empowerment: Girls’ Education in Southern Sudan and South Africa.” Research in Comparative and International Education (RCIE), 6(1), 14–26.

    Google Scholar 

  • Huff, Anne S. (1996). “Ways of Mapping Strategic Thought.” In Rolland G. Paulston (Ed.), Social Cartography: Mapping Ways of Seeing Social and Educational Change. (pp. 161–190). New York: Garland Publishing.

    Google Scholar 

  • Jansen, Jonathan D. (2005). “Targeting Education: The Politics of Performance and the Prospects of ‘Education For All’.” International Journal of Educational Development,25(4), 368–380.

    Google Scholar 

  • King, Elizabeth M., & Anne Hill, eds. (1993). Women’s Education in Developing Countries: Barriers, Benefits, and Policies. Baltimore, MD: Johns Hopkins University Press.

    Google Scholar 

  • Lather, Patti. (1991). Getting Smart: Feminist Research and Pedagogy within/in the Postmodern. New York: Routledge.

    Google Scholar 

  • Lyotard, Jean-Francois. (1984). The Postmodern Condition: A Report on Knowledge. Trans. Geoff Bennington and Brian Massumi. Minneapolis, MN: University of Minnesota Press.

    Google Scholar 

  • Meyer, John W., & Fransico O. Ramirez. (2000). “The World Institutionalization of Education.” In Jürgen Schriewer (Ed.), Discourse Formation in Comparative Education. (pp. 111–132). New York: Peter Lang.

    Google Scholar 

  • Ministry of Gender, Social Welfare & Religious Affairs (MGSW&RA). (2009). Policy Framework and Action Plan. Juba, Southern Sudan: GOSS. Available online at:http://www.goss-online.org

  • Ministry of Education, Science & Technology (MOEST). (2008). Southern Sudan Education Act, 2008. 4th ed. Juba, Southern Sudan: MOEST.

    Google Scholar 

  • Mohanty, Chandra. (2004). Feminism without Borders: Decolonizing Theory, Practicing Solidarity. Durham, NC: Duke University Press.

    Google Scholar 

  • Mundy, Karen. (2006). “Education for All and the New Development Compact.” International Review of Education, 52(1), 23–48.

    Article  Google Scholar 

  • Nussbaum, Martha. (2004). “Women’s Education: A Global Challenge.” Signs: Journal of Women in Culture and Society, 29(2), 325–356.

    Article  Google Scholar 

  • Nussbaum, Martha C. (2000). Women and Human Development: The Capabilities Approach. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Office on the Status of Women. (2000). South Africa’s National Policy Framework for Women’s Empowerment and Gender Equality. Pretoria, South Africa: Republic of South Africa. Available online at:http://www.info.gov.za

  • Paivio, Allan. (1986). Mental Representations: A Dual Coding Approach. Oxford, UK: Oxford University Press.

    Google Scholar 

  • Paulston, Rolland G., ed. (1996). Social Cartography: Mapping Ways of Seeing Social and Educational Change. New York: Garland Publishing.

    Google Scholar 

  • Paulston, Rolland G. (2005). “Mapping Reality in Western Thinking and Comparative Education.” Paper presented at the 49th Comparative and International Education Society Annual Meeting, Beyond Dichotomies, Stanford University, Palo Alto, CA, 22–26 March 2005.

    Google Scholar 

  • Paulston, Rolland G., & Martin Liebman. (1996). “Social Cartography: A New Metaphor/Tool for Comparative Studies.” In Rolland G. Paulston (Ed.), Social Cartography: Mapping Ways of Seeing Social and Educational Change. (pp. 7–28). New York: Garland Publishing.

    Google Scholar 

  • Popkewtiz, Thomas S. (2000). “National Imaginaries, the Indigenous Foreigner, and Power: Comparative Educational Research.” In Jürgen Schriewer (Ed.), Discourse Formation in Comparative Education. (pp. 261–294). New York: Peter Lang.

    Google Scholar 

  • Porter, Theodore. (1995). Trust in Numbers: The Pursuit of Objectivity in Science and Public Life. Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Porter, Theodore. (2001). “On the Virtues and Disadvantage of Quantification for Democratic Life.” Studies in History and Philosophy of Science, 32(4), 739–747.

    Article  Google Scholar 

  • Republic of South Africa. (1996)a. Constitution of the Republic of South Africa. Pretoria, South Africa: Republic of South Africa. Available online at:http://www.info.gov.za

  • Republic of South Africa. (1996)b. National Education Policy Act No. 27 of 1996. Pretoria, South Africa: Republic of South Africa.

    Google Scholar 

  • Republic of South Africa. (1996)c. South African Schools Act No. 84 of 1996. Pretoria, South Africa: Republic of South Africa. Available online at:http://www.education.gov.za

  • Republic of South Africa. (1997). Higher Education Act No. 101 of 1997. Pretoria, South Africa: Republic of South Africa. Available online at:http://www.education.gov.za

  • Rooney, Ellen. (1989). “In a Word: An Interview with Gayatri Spivak.” Differences, 1(2), 124–156.

    Google Scholar 

  • Rorty, Richard. (1989). Contingency, Irony, and Solidarity. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Rust, Val D. (1996). “From Modern to Postmodern Ways of Seeing Social and Educational Change.” In Rolland G. Paulston (Ed.), Social Cartography: Mapping Ways of Seeing Social and Educational Change. (pp. 29–51). New York: Garland Publishing.

    Google Scholar 

  • Samoff, Joel, & Carol Bidemi. (2003). From Manpower Planning to the Knowledge Era: World Bank Policies on Higher Education in Africa. UNESCO Forum Occasional Paper Series. Paris: UNESCO. Available online at:http://unesdoc.unesco.org

  • Sen, Amartya. (1992). Inequality Reexamined. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Sen, Amartya. (1999). Development as Freedom. New York: Knopf.

    Google Scholar 

  • Sommers, Marc. (2005). Islands of Education: Schooling, Civil War and the Southern Sudanese (1983–2004). Paris: International Institute for Educational Planning (IIEP), UNESCO.

    Google Scholar 

  • Stromquist, Nelly P. (1995). “Romancing the State: Gender and Power in Education.” Comparative Education Review, 39(4), 423–454.

    Article  Google Scholar 

  • Swainson, Nicola, Stella Bendera, Rosemary Gordon, & Esme Kadzamira. (1998). Promoting Girls’ Education in Africa: The Design and Implementation of Policy Interventions. Education Research Papers No. 12840. London: Department of International Development.

    Google Scholar 

  • Swann, Joan, & Janet Maybin. (2008). “Sociolinguistic and Ethnographic Approaches to Language and Gender.” In Kate Harrington, Lia Litosseliti, Helen Sauntson, & Jane Sunderland (Ed.), Gender and Language Research Methodologies. (pp. 21–28). Hampshire, UK: Palgrave Macmillan.

    Google Scholar 

  • Teehankee, Julio C. (2007). “Equity and Justice in a Globalized World: A Liberal Review.” Seminar Report. Makati City, Philippines: Friedrich Naumann Foundation for Liberty. Available online at:http://www.fnf.org.ph

  • Tomas, Amparo. (2005). “Reforms that Benefit Poor People: Practical Solutions and Dilemmas of Rights-based Approaches to Legal and Justice Reform.” In Paul Gready & Jonathan Ensor (Ed.), Reinventing Development? Translating Rights-based Approaches from Theory into Practice (pp. 171–184). London: Zed Books.

    Google Scholar 

  • Tröhler, Daniel. (2010). “Harmonizing the Educational Globe: World Polity, Cultural Features, and the Challenges to Educational Research.” Studies in Philosophy and Education 29(1), 5–17.

    Article  Google Scholar 

  • Uduigwomen, Andrew. (2005). “Philosophical Objections to the Knowability of Truth: Answering Postmodernism.” Quodlibet Journal 7(2). Available online at:http://www.quodlibet.net

  • UNESCO. (2002). Education for All: Is the World on Track? Paris: UNESCO Publishing.

    Google Scholar 

  • UNESCO. (2010). Reaching the Marginalized. Paris: UNESCO Publishing.

    Google Scholar 

  • UNESCO. (1990). UNESCO Education for All. Background Documents – World Conference on EFA – World Declaration. Paris: UNESCO. Available online at:http://www.unesco.org

  • United Nations. (1948). The Universal Declaration of Human Rights. New York: United Nations. Available online at:http://www.un.org

  • United Nations. (1979). “Convention on the Elimination of All Forms of Discrimination against Women.” New York: United Nations. Available online at:http://www.unhcr.org

  • Unterhalter, Elaine. (2005a). “Gender Equality and Education in South Africa: Measurements, Scores and Strategies.” In Linda Chisholm and Jean September (Ed.), Gender Equity in South African Education 1994–2004: Perspectives from Research, Government and Unions: Conference Proceedings. (pp. 77–91). Cape Town, South Africa: HSRC Press.

    Google Scholar 

  • Unterhalter, Elaine. (2005b). “Fragmented Frameworks? Researching Women, Gender, Education, and Development.” In Sheila Aikman and Elaine Unterhalter (Ed.), Beyond Access: Transforming Policy and Practice for Gender Equality in Education (pp. 15–35). Oxford, UK: Oxfam.

    Google Scholar 

  • Wiseman, Alexander W. (2008). “A Culture of (In)Equality? A Cross-national Study of Gender Parity and Gender Segregation in National School Systems.” Research in Comparative and International Education 3(2), 179–201.

    Article  Google Scholar 

  • Wittgenstein, Ludwig. (1953). Philosophical Investigations. New York: Macmillan.

    Google Scholar 

Download references

Authors
  1. Halla B. Holmarsdottir
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

John C. Weidman W. James Jacob

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Sense Publishers

About this chapter

Cite this chapter

Holmarsdottir, H.B. (2011). Mapping the Dialectic Between Global and Local Educational Discourses On Gender Equality and Equity. In: Weidman, J.C., Jacob, W.J. (eds) Beyond the Comparative. Pittsburgh Studies In Comparative and International Education, vol 1. SensePublishers. https://doi.org/10.1007/978-94-6091-722-6_11

Download citation

Publish with us

Policies and ethics

Societies and partnerships

Search

Navigation