Cosmopolitanism, global social justice and gender equality in education

2008 ◽  
Vol 38 (5) ◽  
pp. 539-553 ◽  
Author(s):  
Elaine Unterhalter
2021 ◽  
pp. 182-197
Author(s):  
Jemimah Njuki ◽  
Salome Bukachi

Abstract This chapter explores gender considerations and practices in the context of tertiary agricultural education (TAE) in Africa. It discusses (1) the key outcomes of gender equality in education, (2) the barriers to achieving gender equality, (3) strategies to achieve gender equality in education, and (4) education as a force for changing social and gender norms.


2016 ◽  
Vol 19 (5) ◽  
pp. 545-549 ◽  
Author(s):  
Katarzyna Borkowska

This paper is a response to Rachel O’Neill’s article “Whither Critical Masculinity Studies? Notes on Inclusive Masculinity Theory, Postfeminism, and Sexual Politics.” It is suggested that her interpretation of the inclusive masculinity theory devalues Anderson’s (2009) perspectives, which focus on democratization of gender relations. Scholars of masculinity work in different conceptual frameworks, contributing to diverse aspects of ideological, political, and social agendas. Thus, it is argued that Anderson’s research recognizes the cultural transformations related to social justice and gender equality and contributes significantly to the field of masculinity studies.


2020 ◽  
Vol 111 ◽  
pp. 104837
Author(s):  
María Aragonés-González ◽  
Ana Rosser-Limiñana ◽  
Diana Gil-González

Author(s):  
Evangelia Kefi-Chatzichamperi ◽  
Irene Kamberidou

In Greece, sport as a tool for the promotion of gender integration and social justice has been included in the upcoming National Action Plan for Gender Equality (NAPGE) for 2021-2025 by the General Secretariat for Demography and Family Policy and Gender Equality of the Ministry of Labor and Social Affairs. The social space of sport is also included in the currently in effect NAPGE, formulated for 2016-2020 by the General Secretariat for Gender Equality (GSGE) of the Ministry of the Interior. This article begins with a presentation of the upcoming-updated NAPGE 2021-2025 and subsequently examines NAPGE 2016-2020 which is currently in effect. The purpose of this study is to investigate whether the strategic goals of the NAPGE are being implemented in the Hellenic Military Higher Education Institutions and specifically in their academic curricula and programs, focusing on coed sport activities. A strategic goal of the NAPGE 2016-2020, as in the one to follow for 2021-2025, is to promote equality in education, culture, sport, and the media. To eliminate gender inequalities the NAPGE, presently in effect in Greek society, sets six strategic goals, and incorporates the gender dimension in all social, political, educational and sports bodies. Following European Commission guidelines, the NAPGE priority areas focus on promoting health; eliminating gender-based violence; supporting equality in education, training, culture, sport, and the media; promoting social integration and equality. As regards education, the main objectives include eliminating gender stereotypes and all forms of discrimination. Research shows that women's sport participation challenges gender stereotypes. Subsequently, women’s integration and gender equality in the military is discussed, using the curricula and sport programs at the five military schools/academies along with the interview data from our previous study with twelve active-duty female officers, former cadets at these five institutions. Our findings indicate that the gender dimension is taken into account: the NAPGE is being implemented, to a certain extent. Our results show that coed sport activities and team sports cultivate acceptance, cohesion, teamwork, and collaborations, leading to women’s integration and inclusion, in addition to a healthier and more productive military environment and culture. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>


2015 ◽  
Vol 13 (3) ◽  
pp. 69-80 ◽  
Author(s):  
Jennifer McCleary-Sills ◽  
Lucia Hanmer ◽  
Jennifer Parsons ◽  
Jeni Klugman

2015 ◽  
Vol 14 (1-2) ◽  
pp. 134-153 ◽  
Author(s):  
Yuen Ting Lee

Scholars have become increasingly fascinated with cross-cultural approaches to various disciplines in order to understand the concept of globalization. However, a joint historical and comparative approach to gender equity education in China and India is adopted much less in the academic world. This article aims to fill this lacuna by looking at both countries across time and culture in order to develop a holistic perspective. It argues that both countries are optimistically targeting “greater” gender equality in education. The rate of progress in each country varies in accordance with the influences of the country’s own patriarchal system, cultural and gender beliefs, and efforts to change such beliefs. It concludes that China better performs at achieving gender equality in education than India.


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