Gender discourses in an NGO education project: Openings for transformation toward gender equality in Bangladesh

Joan DeJaeghere, Nancy C Pellowski Wiger

Research output: Contribution to journalArticle

25 Scopus citations

Abstract

This article seeks to illustrate how various actors participating in a non-governmental organization (NGO) education project in two Bangladeshi communities represent different framings of gender. Teachers, as critical actors in this education project, utilize multiple discourses of gender equality and when viewed in relation to community members', parents' and students' ideas of gender equality, we argue their discursive practices can create spaces for transformation. The use of multiple discourses suggests that specific local adaptations of women in development (WID), gender and development (GAD), post-structural and rights and capabilities approaches may all be useful in the work toward gender justice as these approaches inform the different meanings of gender equality in the communities. We conclude that NGOs play a critical role in making micro-level changes in schools as well as have a broader impact on communities and national agendas by engaging different actors' uses of gender equality discourses.

Original languageEnglish (US)
Pages (from-to)557-565
Number of pages9
JournalInternational Journal of Educational Development
Volume33
Issue number6
DOIs
StatePublished - Nov 1 2013

Keywords

  • Bangladesh
  • Gender equality
  • Gender justice
  • Nongovermental organizations
  • Teachers

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