Gender and Education for All: Progress and problems in achieving gender equity

Grace Chisamya, Joan DeJaeghere, Nancy Kendall, Marufa Aziz Khan

Research output: Contribution to journalArticle

58 Scopus citations

Abstract

The paper explores the effects of rapid increases in gender parity in primary schooling in Bangladesh and Malawi on gender inequities in schools and communities. Based on an analysis of comparative case studies of marginalized communities, we argue that educational initiatives focused on achieving gender parity provide limited evidence that girls' educational experiences modeled significantly different gender norms than in communities, or that by being educated, girls experienced a transformation of the inequitable gender relations they faced in society. The data illustrate persistent gender discrimination related to educational attainment and learning, and gender-based violence in schools. These patterns of gendered discrimination and violence largely mirrored those that girls and boys experienced in their homes and communities, raising important questions about the transformational capacity of current gender parity and schooling models.

Original languageEnglish (US)
Pages (from-to)743-755
Number of pages13
JournalInternational Journal of Educational Development
Volume32
Issue number6
DOIs
StatePublished - Nov 1 2012

Keywords

  • Bangladesh
  • Development
  • Education for All
  • Gender equity
  • Malawi

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