Used paperback textbook from university bookstore, with expected stickers and stamps. Clean, solid copy with unmarked text. Cover has mild surface and edge wear. Binding is tight and square, no creases to spine or cover. We are unable to ship oversize books and multi-volume sets internationally.

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D�tails bibliographiques

Titre

Gender Education and Equality in a Global Context: Conceptual frameworks and policy perspectives

�diteur

Routledge

Date de parution

2009

Langue

anglais

ISBN � 10 chiffres

0415552052

ISBN � 13 chiffres

9780415552059

Reliure

paperback

�tat de l'article

Very Good +

�tat de la jaquette

None as issued

Poids

13�onces

Catalogues du vendeur

Textbooks:Education

A propos de ce titre

Synopsis

The Millennium Development Goals aim to achieve basic education for all by 2015. But can such global agendas address national and local gender inequalities and will they empower women through education?

This thought-provoking book offers an opportunity to engage critically with existing and emergent conceptual frameworks and methodological approaches to this global debate. It is divided into three sections that:

reconceptualise the definitions of gender equality used by various social scientific disciplines, international organisations and policy makers;

illustrate the methodologies used to collect the voices of young men and women and their teachers telling stories of their success in lifting the burdens of poverty and negotiating traditional gender relations;

trace the impact of global gender agendas on national education policies, such as citizenship education, poverty reduction strategies, and feminist activism around adult women's learning.

Gender Education and Equality in a Global Context is an invaluable introduction to the range of conceptual frameworks and innovative research methods that address issues of gender education and development.

� propos de l?auteur

Shailaja Fennell is a Lecturer in Development Studies and Madeleine Arnot is Professor of Sociology of Education at the University of Cambridge, UK.

Les informations fournies dans la section � A propos du livre � peuvent faire r�f�rence � une autre �dition de ce titre.

Description de la librairie

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