Gender Education and Equality in a Global Context

Smith,Cristine

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Gender Education and Equality in a Global Context

reviewed by Cristine Smith - April 16, 2008

Title: Gender Education and Equality in a Global Context
Author(s): Shailaja Fennell and Madeleine Arnot (Eds.)
Publisher: Routledge, New York
ISBN: 0415419441, Pages: 230, Year: 2007
Search for book at Amazon.com

The international commitment to girls’ and women’s education and equality set by the World Education Forum and the Millenium Development Goals in 2000 was undoubtedly a favorable step, but will the commitment be effective in moving girls and women towards gender equality? This new volume examines how concepts and policies of gender education have been influenced by the Education for All (EFA) goals. Yet, the main theme of the book is that gender equality is complex, and that theories, policies and research methodologies must look “beyond access” to education in order to understand the true nature of gender roles and women’s empowerment in the workplace, home, and community. Gender Education and Equality in a Global Context is a compilation of articles by key gender and education practitioners and theorists from around the world. Divided into three parts, the book provides a valuable overview of debates and perspectives about current efforts to... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: April 16, 2008
https://www.tcrecord.org ID Number: 15216, Date Accessed: 1/18/2021 2:10:00 AM

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About the Author
Cristine Smith University of Massachusetts E-mail Author CRISTINE SMITH is Assistant Professor in the Center for International Education, University of Massachusetts, Amherst. Her areas of interest include girls� and women�s literacy, non-formal education training design and project management, and gender in education. She served as co-editor of seven volumes of the Review of Adult Learning and Literacy, and currently is Principal Investigator of the Adult Transitions Longitudinal Study through University of Massachusetts.

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