By Naila Kabeer, Agneta Stark, Edda Magnus
The Nordic international locations have lengthy been noticeable as pioneers in selling gender equality. The ebook brings jointly students from the worldwide South and post-socialist economies to mirror on Nordic ways to gender equality. The individuals to the e-book search to discover from a comparative standpoint the imaginative and prescient, values, rules, mechanisms, coalitions of pursuits and political processes that support to give an explanation for Nordic achievements on gender equality. whereas a few contributors explore the Nordic adventure throughout the prism in their personal realities, others discover their very own realities throughout the Nordic prism. by means of slicing throughout basic geographical barriers, disciplinary barriers and the bounds among conception and coverage, this ebook should be of curiosity to all readers with an curiosity in furthering gender equality.
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Extra resources for Global Perspectives on Gender Equality: Reversing the Gaze (Routledge Unrisd Research in Gender and Development)
While both elements are also important in developing countries, she notes the different forms they take and the challenges they encounter. She also draws attention to some of the remaining—as well as newly emerging—forms of inequality in the Nordic context, particularly in a period of growing cultural diversity as a result of immigration from non-European countries. She suggests that the introversion within the Nordic gender research community commented on by Stark may explain the “epistemological blind spot” in Nordic feminism, that is, the failure to take on board the full implications of intersecting relationships of gender, class, ethnicity, and religion.
The appropriate policy response depended on where the constraint lay—in demand or supply factors. Since the entry of World Bank was often premised upon an ongoing financial crisis, hugely increased financing of public education was not generally a serious policy option. Instead, the stress was on organisational changes within the education system, efficiency improvements, governance reforms, community participation, and various models of public-private partnerships. The absence of “political will” in implementing the required reforms was often seen as a constraint, but there were few serious attempts at understanding the political economy of a literacy transition.
Public examinations and parish records routinely refer to girls and women in the same vein as boys and men. ” This was due to the fact that it was the women of the household who mainly taught children to read, and women also functioned as teachers for children of other families. The responsibility for learning to read was placed with the patriarchal household, but the parents (frequently mothers) were equally accountable for females and males within the household. Not surprisingly, when the “push” factors began to dominate the “pull” factors, the gap between male and female reading ability narrowed quickly.