1. 1.Global Aspirations for Gender Equality in
Education
Sub Topics for discussion
International Pedagogies and Critiques of Global
Initiatives
International Pedagogies for Gender Equality in
Education
Intersecting Pedagogies: The Global Campaign for
Education
4. 5. One group of writers who cluster around
an in/ternational understanding of
globalization highlight the complexity of the
contexts for implementing policy, and they
question the sharp binaries between global and
local, school and non-school knowledge, and
gender identities (Bronfen and Kavka 2001;
Cornwall et al. 2007).
5. •6. They tend to highlight gendered power
relations and their intersection with race, class,
and postcolonial processes.
6. 7. Major Concern
•The relational gender dynamic associated with
people moving across spaces and shifting
identifications. In this work there is a clear
realization that gender equality in education can
never be a simple matter of policy roll-out
because of local conditions marked by gender
inequalities, struggles over power, the
complexities of historical context, and the
ravages of global capitalism.
7. 8. The problems of conservative backlash and
multiple forms of negotiation are just one of a
number of reasons these writers are highly
critical of the confident assertions associated
with the framing of inter/national pedagogies.
Some draw powerfully on the work of
grassroots organizations or social/indigenous
movements, or on ethnographic studies
(Aikman 1999;Vavrus 2003).
8. 9. Learning is a Social Practice
Through which identities are constructed, bounded by
the power dynamics of languages, cultures, national
curricula, or gendered conditions of knowledge
production (Braidotti 1994; Mohanty 2003).
9. •112. Pedagogy for this group is therefore a
bottom-up process that starts with from the local
and contextually specific. Their localist vision
makes thinking about global action or a global
project for gender equality and education
challenging. For this group, political action,
forms of analysis, and pedagogic practice all
must of necessity become diverse, relational, and
contextually specific. Global obligations are to
recognize and respect difference, but pedagogy
that goes beyond the fragments is very difficult.
10. What are the 5 Pedagogies?
•The five major approaches
are Constructivist, Collaborative,
Integrative, Reflective and Inquiry Based
Learning
11. International Pedagogies for Gender Equality in Education
Afghanistan: Girl’s Struggles for an Education
• Afghanistan’s education system has been devastated
by more than three decades of sustained conflict. For
many of the country’s children, completing primary
school remains a distant dream – especially in rural
areas and for girls – despite recent progress in raising
enrolment.
• In the poorest and remote areas of the country,
enrolment levels vary extensively and girls still lack
equal access.
13. • Khatera, 15, raised in rural
Samangan province, told
Human Rights Watch, “It
was very far to the nearest
girls’ school – it was in
another village…. On a
donkey or horse, it would
take from morning until
noon.”
• Afghanistan’s government provides
fewer schools for girls than boys at
both the primary and secondary
levels. In half the country’s
provinces, fewer than 20 percent of
teachers are female – a major barrier
for the many girls whose families
will not accept their being taught by
a man, especially as they become
adolescents. Many children live too
far from a school to attend, which
particularly affects girls. About 41
percent of schools have no buildings,
and many lack boundary walls,
water, and toilets –
disproportionately affecting girls.
14. International Pedagogies for Gender Equality in
Education
•The equality of girls and boys, women and
men on a basis of human rights and
fundamental freedoms in the political,
economic, cultural, civil or any other field.
15. 12.Ideas from the second group of Critics
For this group, overarching values such as human
rights, cosmopolitanism, and global social justice
offer opportunities to refashion the MDGs, make
connections with global social movements, and
develop pedagogies that take seriously new forms
of global interconnection (Kabeer 2005;
Molyneux 2007; Unterhalter 2008).
16. • Pedagogies that work with notions of empowerment
(Gaventa 2003; Kabeer1999) have considerable potential
to underpin the international approach. Discussions of
empowerment suggest the importance of bringing
together and evaluating resources (such as trained
teachers, curricula, and learning materials), the
development of a critical form of agency in learners and
teachers, and attention to overcoming global and local
inequality in the outcomes of education.
17. •The struggle to articulate forms of
empowerment in relation to practice is
evident in some UNICEF documents. Thus,
for example, a joint publication in 2007 from
UNICEF and UNESCO (UNICEF/ UNESCO
2007) outlined a vision of a rights-based
approach to education.
19. • GCE brings together civil-society
organizations, including
nongovernmental organizations
(NGOs), community based
organisations (CBOs), and teacher
unions campaigning on Education For
All around the world. Building links
globally through democratic structures
that connect member organizations
working on education in the North and
South has been key to GCE’s practice
and identity (Mundy 2007; Mundy and
Murphy 2001).
20. • The campaign itself is thus explicitly framed within a rights-
based approach as well as around the broader Education For
All agenda, which expresses concerns with gender equality in
education (Aikman and Unterhalter 2005)
• Therefore, although gender equality in education and
pedagogies to advance this is not the main or central focus of
the GCE’s work, the campaign does have an interest in rights,
participatory processes, and strategies which wish to advance
the MDGs beyond the narrowest reading.
21. Year 2005
the year in which the fi rst
MDG target to get as
many girls as boys into
primary and secondary
school was missed, the
GCE released Girls Can’t
Wait (GCE 2005a).
Alongside a focus on the
need
for interventions such as
abolishing schools’ fees to
get girls into school,
suggestions were also put
forward for addressing
issues of gender equality
within schools that go
beyond issues of access.
22. •Global Action Week is one of the major focal
points for the education movement. It provides
every national and regional education campaign
with an opportunity to highlight one area of the
Education For All agenda and make targeted
efforts to achieve change on the ground, with the
added support of education campaigners and
millions of members of the public worldwide
joining together for the same cause.
23. EFA GOALS
• Goal 1. Expand early childhood care and education, especially for the
most vulnerable children.
• Goal 2. Achieve universal primary education, particularly for girls, ethnic
minorities and marginalized children.
• Goal 3. Ensure equal access to learning and life skills for youth and
adults.
• Goal 4. Achieving a 50 per cent reduction in levels of adult illiteracy by
2015
• Goal 5. Achieve gender parity and equality
• Goal 6. Improve the quality of education and ensure measurable learning
outcomes for all
