Girls’ and women’s education within Unesco and the World Bank, 1945–2000

By 2000, girls’ and women’s education was a priority for international development organisations. While studies have examined the impact of recent campaigns and programmes, there has been less exploration of ideas about girls’ and women’s education within development thought in the immediate post?colonial period, and the political mechanisms through which this came to be a global concern. Through a study of policy documents, this paper investigates how the education of girls and women came to be prioritised within the two principle UN agencies involved with education since 1945, the World Bank and Unesco. A shift in priorities is evident, from ensuring formal rights and improving the status of women, to expanding the productive capacities of women, fertility control and poverty reduction. While the ascendance of human capital theory provided a space for a new perception of the role of women’s education in development, in other policy arenas women’s education was central to exploring more substantive, rights?based notions of gender equality. Ultimately, the goal of improving girls’ and women’s education fitted into diverse development agendas, paving the way for it to become a global development priority

Gender equality and girls education: Investigating frameworks, disjunctures and meanings of quality education

The article draws on qualitative educational research across a diversity of low-income countries to examine the gendered inequalities in education as complex, multi-faceted and situated rather than a series of barriers to be overcome through linear input–output processes focused on isolated dimensions of quality. It argues that frameworks for thinking about educational quality often result in analyses of gender inequalities that are fragmented and incomplete. However, by considering education quality more broadly as a terrain of quality it investigates questions of educational transitions, teacher supply and community participation, and develops understandings of how education is experienced by learners and teachers in their gendered lives and their teaching practices. By taking an approach based on theories of human development the article identifies dynamics of power underpinning gender inequalities in the literature and played out in diverse contexts and influenced by social, cultural and historical contexts. The review and discussion indicate that attaining gender equitable quality education requires recognition and understanding of the ways in which inequalities intersect and interrelate in order to seek out multi-faceted strategies that address not only different dimensions of girls’ and women’s lives, but understand gendered relationships and structurally entrenched inequalities between women and men, girls and boys

The Management of Disclosure in Children’s Accounts of Domestic Violence: Practices of Telling and Not Telling

Children and young people who experience domestic violence are often represented as passive witnesses, too vulnerable to tell the stories of their own lives. This article reports on findings from a 2 year European research project (Understanding Agency and Resistance Strategies, UNARS) with children and young people in Greece, Italy, Spain and the UK, who had experienced domestic violence. It explores children and young people’s understandings of their own capacity to reflect on and disclose their experiences Extracts from individual interviews with 107 children and young people (age 8–18) were analysed. Three themes are presented, that illustrate children and young people’s strategies for managing disclosure: (1) “Being silenced or choosing silence?”, explores children and young people’s practices of self-silencing; (2) “Managing disclosures: Finding ways to tell” outlines how children and young people value self-expression, and the strategies they use to disclose safely; and in (3) “Speaking with many voices” considers how children and young people’s accounts of their experiences are constituted relationally, and are often polyvocal. The article concludes that children and young people can be articulate, strategic and reflexive communicators, and that good support for families struggling with domestic violence must enable space for children and young people’s voice to be heard. This is possible only in an integrated framework able to encompass multiple layers and perspectives, rather than privileging the adult point of view. Practitioners who work with families affected by domestic violence need to recognize that children and young people are able to reflect on and speak about their experiences. This requires that attention is paid to the complexity of children and young people’s communication practices, and the relational context of those communications

The gendering of global citizenship: findings from a large-scale quantitative study on global citizenship education experiences

The growing literature on the gendering of citizenship and citizenship education highlights that western notions of ‘citizenship’ have often been framed in a way that implicitly excludes women. At the same time, insofar as feminist writers have addressed citizenship, they have tended to see it in largely local and national terms. While feminist literature has laid the groundwork for understanding how schools have shaped and structured a gendered citizenry, there is a lack of large-scale quantitative data which might allow us to explore the intersection between gender and global citizenship education. Drawing on a large-scale quantitative study on development education/global citizenship education in second-level schools, the data presented here suggest that emergent notions of global citizenship are being gendered in schools. The data suggest that girls’ schools are more likely than other types of schools to emphasise a sense of responsibility for, and an analysis of, global inequalities, while differences also emerge between boys’ schools and co-educational schools

Contextualising Apartheid at the End of Empire: Repression, ‘Development’ and the Bantustans

This article examines the global dynamics of late colonialism and how these informed South African apartheid. More specifically, it locates the programmes of mass relocation and bantustan ‘self-government’ that characterised apartheid after 1959 in relation to three key dimensions. Firstly, the article explores the global circulation of idioms of ‘development’ and trusteeship in the first half of the twentieth century and its significance in shaping segregationist policy; secondly, it situates bantustan ‘selfgovernment’ in relation to the history of decolonisation and the partitions and federations that emerged as late colonial solutions; and, thirdly, it locates the tightening of rural village planning in the bantustans after 1960 in relation to the elaboration of anti-colonial liberation struggles, repressive southern African settler politics and the Cold War. It argues that, far from developing policies that were at odds with the global ‘wind of change’, South African apartheid during the 1960s and 1970s reflected much that was characteristic about late colonial strategy

The health of the urban black in the South African context

The state of medicine in South Africa is a mixture of development and under-development. The Whites have the disease patterns typical of highly-industrialised western countries. By reason of their privileged position they have also abrogated to themselves most of the medical resources so that sophisticated health services for Whites can only exist at great cost to the Black population which bears the main burden of disease in the country. Infectious and epidemic diseases due to poor environmental conditions do not occur in the White population and they are also protected from most industrial accidents as they perform work which is largely supervisory, technical or professional. Among Blacks the major health problems relate to poverty, lack of adequate sanitation and water, over-crowded housing and the occupational hazards of low status workers poorly protected in many cases from industrial accidents. The high increase of infectious and epidemic diseases, particularly in the early years of life as well as tuberculosis are indicative of the difference between the two groups. During 1980 and again in 1981 there have been severe outbreaks of cholera among Black rural populations illustrating the failure of the society to provide its citizens with an unpolluted water supply, but this problem does not receive urgent attention in a country which instead pioneers new techniques in heart transplant surgery. However, the health problems of all Blacks in the Republic of South Africa are becoming differentiated today in terms of rural urban dichotomy. Because the modern sector of the economy needs permanently urbanised workers able to produce efficiently as well as reproduce themselves, some measure of attention has been given to the improvement of the environmental conditions and the health services of the worker in the city. This paper proposes that we consider the disease patterns and access to health care in South Africa in terms of three tiers of health with the Whites in the first tier, the urban Black population in the second tier and the rural Black in the third tier. this paper focuses on the position of the Blacks in the second tier and it shows that some of their most urgent health problems have received attention, yet in contrast with the Whites, in the first tier, glaring inequalities remain. But almost two-thirds of the Black population remains rural and the most signicant imbalance in terms of health is not being redressed.