"This study is predicated on a strong belief that the gender make-up of African parliamnets must relfect the gender demographics of African states. It is only when that is achieved that the concepts of equality, non-discrimination and democracy can gain their true meaning. As a departure point, the study makes a case that statistically women are under-represented across the overwhelming majority of African parliaments. The study asserts that the under-representation is prevalent amid the existence of international, regional and domestic instruments, all providing for women's right to representation in decision-making processes. Thus, the study demonstrates that there is a gap between de jure and de facto representation. The study then argues that the convoluted ideology of patriarchy, sacrosanct cultures, inviolable religions, the constructed public/private dichotomy, low levels of education, and the negative impact of globalisation all act in concert to deny African women their rightful place in decision-making institutions, particluarly parliaments. In a bid to investigate how this can be reserved, the study explores the Rwandan and South African models for purposes of gaining insights on how they have contrived to reach and surpass the critical mass of women in their parliaments. These two models demonstrate that a combination of temporary special measures and gender mainstreaming are effective tools for emancipating women and ensuring their representation in parliaments. These have to be buttressed by strong legal and institutioanl frameworks, which operate in a conducive socio-political environment." -- Abstract. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2006. / Prepared under the supervision of Dr. Ben Twinomugisha at the Human Rights and Peace Centre (HURIPEC), Makerere University, Faculty of Law, Kampala, Uganda / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM

The purpose of this research is to identify how bridging the online gender divide can accelerate the achievement of the United Nations Sustainable Development Goals. At present 200 million fewer women are online than their male counterparts, highlighting the gender inequality that exists online. The disparity in the number of women online is having a detrimental effect on the ability to achieve the Sustainable Development Goals by the United Nations target date of 2030. The research first endeavours to understand the current discourse of what is understood by the term "digital gender divide" within contemporary literature. Drawing knowledge from existing literature, the reasons for the digital gender divide are critically assessed and conceptualised within an empirical framework before offering an insight into how such barriers can be addressed and overcome. The removal of such obstacles therefore paves the way for the United Nations Sustainable Development Goals to flourish. The evidence collated throughout the study details the intricate connection between sustainable development and gender equality, concluding that considerable advancements towards sustainable development can be made if more women are online.

The relationships between gender and the environment have been explored most fully throughout the field of ecofeminism, which examines environmental problems through the lens of gender, revealing the ways that the oppression of women and the exploitation of nature are conjoined and mutually reinforcing. However, ecofeminism has often been ignored, re-named, or subjected to critiques of gender essentialism. As a result, I return to the 1993 Clayoquot Sound protests on Vancouver Island, British Columbia to re-examine the theory and praxis of ecofeminism. I argue that the main environmental organization, the Friends of Clayoquot Sound (FOCS), consciously invoked ecofeminist principles of equality, consensus and non-violence to direct the camp and campaign. Ecofeminism within Clayoquot Sound kept gender equality at the forefront of the environmental movement while challenging traditional hierarchical power relations and systems of dominance that many social movements experience. Clayoquot Sound was therefore a watershed social movement that integrated a gendered perspective into environmental discourse, analysis, and action. I urge further research and reflection among both activists and academics regarding the intersections between environmentalism and feminism, especially in today’s worsening climate crisis. / Graduate

No description available.

With a population of around 40 million people, Kurds are considered the largest nation without an independent state. Indeed, since the geographical division of Kurdistan in 1923, Kurds have been the victims of various forms of discrimination and oppression by the nation states of Iran, Iraq, Turkey and Syria. They deprived Kurds of their legitimate political, social and cultural rights and they oppressed their demands for political and cultural freedom through violent means. With the eruption of civil war in Syria, the regime decided to withdraw its army from the Kurdish region of Rojava. The Kurds seized the opportunity and used the power vacuum to establish their interests and agenda through establishing a democratic structure in northern parts of the country. However, instead of building a Kurdish nation-state, the people of Rojava developed a hybrid political structure known as Democratic Confederalism. Today, this system functions through hundreds of councils and assemblies in northern Syria. In the course of my study, I conducted a content analysis to see whether the structure of Rojava’s political structure corresponds to a democratic model that can facilitate the development of human rights in general and the empowerment of women in particular.

Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in the Department of Social Work at the University of Zululand, 2001. / In the context of social development, the developmental perspective on Social Welfare, and gender equality (gender theory and gender analysis), an extensive literature and empirical study was undertaken, to explore the contribution of Social Work to the social and economic development of women as a special population of the poor in rural communities. Exploratory and descriptive research, using documents, interviews and direct observation, was used to study the rural neighbourhood, the demographic profiles of the general public and decision making participation of a sample of household heads and community leaders. From both the theoretical and empirical studies, it was evident that women's contribution to development was being systematically undervalued in the rural communities, and within households. Essential to this analysis was that there was an overall socio-cultural framework for stereotyping women's roles in rural communities. Not only were they overburdened by the multiple roles, their practical and strategic gender needs were marginalised, leading to their further subordination. In addition, as an institution of society, the way both the department of social welfare and population or department of social development and the social service system functioned, was influenced by institutionalized gender in equality actually many considerations of gender in relation to welfare and health tended to remain focussed on women as users or service providers (volunteers), rather than assessing how health and welfare or social services, reinforced gender in equalities and, in doing so undermined social justice while also at times undermining women's and family welfare. k At the local level, it was very apparent that all important decisions were made by men, especially those determining access and allocation of productive resources needed to survive. This study also revealed that local government and other service providers in rural areas often developed projects in a top-down fashion, where local people were informed or consulted, but were not expected to make decisions that would be acted upon. Local economic development (large scale government or heavily funded public works projects) were often treated as technical and administrative issues, with very marginal, if any, political and socio-economic considerations from the viewpoint of the disadvantaged majority, the women and the poor, in particular. In the latter even the tribal leaders were essentially marginalized. Based on the findings of the study, the thesis proposes a model, which provides a framework that is inclusive enough to serve both the clinical and community - work orientated social workers and generalist social workers. The polarization, where either the personal (individual) or the social (institutional) are emphasized at the expense of a holistic integrated consideration, is rejected. Instead, the feminist perspectives involving the reconceptualization of power, viewing the 'personal' as 'social' and the validation of people's experiences, interalia, are emphasized. Project planners should ensure the inclusion of multi-disciplinary teams with both males and females at all stages of the research process, that is, the problem identification, the design, the implementation and evaluation. Data must be disaggregated by socio-economic strata and gender, and there must be an examination of inter-household and intra-household processes, particularly in the spheres of decision making, responsibility and labour input. This is important because of the importance of empowerment of the individuals and groups to access resources they need, and to have a role in the production of personal and public services in order to improve the quality of their lives and that of their communities.

In conflict-affected and divided societies, citizenship education has gained considerable attention for its potential to promote democratic peace and address issues of identity and societal divisions. This study demonstrates the vital role of gender equality for social cohesion by illustrating how aspects of inclusive democratic citizenship needed for social cohesion are undermined by hierarchical social relations and harmful masculinities fostered through the patriarchal aspects of education and schooling. This inquiry examines if and how policies for social cohesion through education, specifically citizenship education, contribute to peace in conflict-affected Sri Lanka, a county plagued by 30 years of war. Through a document analysis of the grade 6-9 citizenship textbooks, interviews and surveys with teachers and students, and classroom and school observations, this study explores how policies related to education for social cohesion are appropriated and enacted within schools and classrooms and how students consequently understand their role as citizens in a conflict-affected society. The study design is a transformative design mixed methods study of 13 schools across four provinces in post-war Sri Lanka. Using a post-colonial feminist approach, this study draws conclusions on how gender roles and relations intersect with citizenship education and its potential to contribute to gender transformative peacebuilding. Qualitative and quantitative findings reveal that attitudes on gender equality are closely related to attitudes on social cohesion. Many of the factors associated with patriarchy, including harmful masculinities, not only reduced gender equality, but they also undermined the egalitarian foundations of democracy needed for peace and social cohesion. However, when educators were able to engage in practices that fostered the knowledge and skills to empathize across differences (gender, ethnic, and religious) and build egalitarian relationships, they fostered inclusive democratic citizenship among students and contributed to social cohesion. At the same time, results indicate that education’s capacity to promote social cohesion, through the formal and informal curriculum, is limited due to a state-centric belligerent approach to citizenship and citizenship education, which is primarily focused on developing a personally responsible citizen.

Gender equality has long been a part of the curriculum for the Swedish school system. The subject is meant to permeate all aspects of school operation and teachers' education in the classroom. History as a subject is no exception. Although it is part of the school curriculum and practice, there is a lack of studies concerning the topic. Moreover, there is a lack of studies concerning how students perceive and think about these practices and subjects.  This study examines how Swedish students experience and express thoughts about gender equality in an historical, contemporary and future perspective. The method in hand has been a content analysis, used on 110 student-answers from the Swedish National test within the history-subject of 2015. Within this method, narrative theories constructed by Jörn Rüsen have been used to study and categorize students' historical consciousness in the form of their temporal orientation. In order to examine how students perceive gender equality, we have primarily made use of the political definition provided by the Swedish government and the separation between quantitative and qualitative gender equality described by Victoria Wahlgren.   Results of this study shows that students' attitudes regarding gender equality today are often linked to their identification within the subject of history. The same is also true for their thoughts about the future. Differences between boys and girls are identified, with girls being more nuanced about modern gender equality. This difference underlines the connection and importance of knowledge about the past in order to understand questions at hand. Differences regarding gender can be seen in how students define gender equality. In general, all students seem more focused on quantitative gender equality questions. Nevertheless, girls tend to discuss the subject in a more qualitative way.  Finally, there is a discussion of how these results influence history teachers' practices. Aspects such as the consequences these practices may have on students of different genders is also discussed. Furthermore, we want to highlight the need for additional research about gender equality in school operation and historical education.

The study investigates the impact of Covid-19 on employment in Sweden, it focuses on how men and women have been affected during the pandemic. Despite Sweden being one of the top countries in terms of gender equality, we want to see if the effects of the crisis differ for each of them, and to help us with our research we will go through different industries in the Swedish labor market to examine the impact on men and female workers in those industries during the pandemic.The results show that Female workers in Sweden have been more negatively impacted during COVID-19 than men, also we find out that the employment situation of men and women may also have different effects within the same industry

Yes / This document outlines a set of guidelines for universities and research organisations that are in the process of, or considering, implementing: measures for gender equality in selection processes relating to recruitment, promotion and progression of academics and researchers; measures aimed at strengthening the presence of women in leadership and senior positions, including gender targets; and measures to support women in accessing opportunities for career progression. The term ‘career transitions’ is used as shorthand in the document for all processes relating to recruitment, promotion, progression, career support and gender targets in academic and research careers. / FP7