The Structure and Agency of Women's Education by Mary Ann Maslak

By Mary Ann Maslak

Bargains learn on academic guidelines, courses, and practices for adolescent women and younger ladies, from either comparative and overseas views.

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S. Supreme Court decision permitting abortion). Gender policies issued by the state, therefore, are not inherently advantageous for 10 Nelly P. Stromquist women. Moreover, there is evidence that some general policies, particularly macroeconomic policies, have not been neutral toward gender (López Montaño 2005). Educational policies from a gender perspective tend to be global in nature, as national policies often emanate from international agreements such as EFA and the UN MDGs. Following these agreements, most countries seek to provide universal basic education for both girls and boys and to reduce gender disparities in school access at all levels of education.

Background paper for EFA Global Monitoring Report 2003/2004. Baden, S. 1999. Gender, governance, and the “feminization” of poverty. Paper presented for meeting on Women and Political Participation: Twenty-first-Century Challenges, organized by the UN Development Programme. New Delhi, March 24–26. Baden, S. and A. M. Goetz. 1997. Who needs [sex] when you can have [gender]? Conflicting discourses on gender at Beijing. In Women, international development and politics: The bureaucratic mire, edited by K.

Its theory of action is that the availability of resources will encourage institutions to adopt new practices and knowledge content and that both would contribute to changing gendered attitudes among students and teachers. Unfortunately, the resources made available to WEEA became extremely limited and thus very few school districts and universities benefited. Internationally, we have other gender policies that promote alternative theories of action. One of these models has been developed by USAID.

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