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 language | English (US) |
|---|---|
| Pages (from-to) | 743-755 |
| Number of pages | 13 |
| Journal | International Journal of Educational Development |
| Volume | 32 |
| Issue number | 6 |
| DOIs | |
| State | Published - Nov 2012 |
Bibliographical note
Funding Information:Role of funding source: We acknowledge the financial support of CARE, USA and the Basic and Girls’ Education Unit in a grant made from the Patsy Collins Trust Fund Initiative to the University of Minnesota to undertake a larger research project from which this paper is drawn. CARE USA's role included providing funding to country offices that conducted the research. They also provided a conceptual framework that guided data collection. The data were jointly collected, analyzed and owned by CARE (USA), CARE country staff and researchers supported through the grant to the University of Minnesota.
Keywords
- Bangladesh
- Development
- Education for All
- Gender equity
- Malawi
