Spelling suggestions: "subject:"girls' educationization"" "subject:"girls' education.action""
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A comparative study of schoolbooks and textbooks for girls in secondary education in England and France, c.1895-1914Defrance, Sophie Anne Marie Camille January 2008 (has links)
No description available.
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Male Sexual and Gender-Based Violence in Schools: Barriers to Community Action and Strategies for Change. The Case of Awaso, Ghana.Proulx, Geneviève 13 January 2012 (has links)
Efforts to increase girls‘ access to quality education focus mostly on removing obstacles linked to poverty and discrimination, and often fail to acknowledge the violence many of them suffer in, around, and on the way to and from school. The objective of the present research is to examine the barriers to combating male sexual and gender-based violence in schools at the community level, and to consider community and expert-issued suggestions on removing these obstacles in the Ghanaian context. It does so through the lens of the Gender and Development approach and uses the Ecological Model of Gender-based Violence. Inspired by the standpoint feminist approach to research, data collection in Awaso and Accra involved classroom observation in four (4) Junior high school classes, 19 qualitative interviews with government and civil society personnel, and four (4) focus group discussions with parents, students and teachers. The findings show that barriers to eliminating male sexual and gender-based violence in Awaso include lack of knowledge of girls‘ rights to protection from violence, of consequences of violence against women and girls and of reporting mechanisms. Other barriers identified were lack of resources at the family and government levels, traditional values of family, community and religion, and social perceptions of both gender hierarchies and violence against women and girls. Gendered power dynamics underlie these barriers and hinder progress on the issue of girls‘ protection from violence, but groups of Ghanaian women, girls, men and boys are challenging these dynamics and finding ways to make schools safer for girls. Their strategies for change are also featured in the present research.
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Male Sexual and Gender-Based Violence in Schools: Barriers to Community Action and Strategies for Change. The Case of Awaso, Ghana.Proulx, Geneviève 13 January 2012 (has links)
Efforts to increase girls‘ access to quality education focus mostly on removing obstacles linked to poverty and discrimination, and often fail to acknowledge the violence many of them suffer in, around, and on the way to and from school. The objective of the present research is to examine the barriers to combating male sexual and gender-based violence in schools at the community level, and to consider community and expert-issued suggestions on removing these obstacles in the Ghanaian context. It does so through the lens of the Gender and Development approach and uses the Ecological Model of Gender-based Violence. Inspired by the standpoint feminist approach to research, data collection in Awaso and Accra involved classroom observation in four (4) Junior high school classes, 19 qualitative interviews with government and civil society personnel, and four (4) focus group discussions with parents, students and teachers. The findings show that barriers to eliminating male sexual and gender-based violence in Awaso include lack of knowledge of girls‘ rights to protection from violence, of consequences of violence against women and girls and of reporting mechanisms. Other barriers identified were lack of resources at the family and government levels, traditional values of family, community and religion, and social perceptions of both gender hierarchies and violence against women and girls. Gendered power dynamics underlie these barriers and hinder progress on the issue of girls‘ protection from violence, but groups of Ghanaian women, girls, men and boys are challenging these dynamics and finding ways to make schools safer for girls. Their strategies for change are also featured in the present research.
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Male Sexual and Gender-Based Violence in Schools: Barriers to Community Action and Strategies for Change. The Case of Awaso, Ghana.Proulx, Geneviève 13 January 2012 (has links)
Efforts to increase girls‘ access to quality education focus mostly on removing obstacles linked to poverty and discrimination, and often fail to acknowledge the violence many of them suffer in, around, and on the way to and from school. The objective of the present research is to examine the barriers to combating male sexual and gender-based violence in schools at the community level, and to consider community and expert-issued suggestions on removing these obstacles in the Ghanaian context. It does so through the lens of the Gender and Development approach and uses the Ecological Model of Gender-based Violence. Inspired by the standpoint feminist approach to research, data collection in Awaso and Accra involved classroom observation in four (4) Junior high school classes, 19 qualitative interviews with government and civil society personnel, and four (4) focus group discussions with parents, students and teachers. The findings show that barriers to eliminating male sexual and gender-based violence in Awaso include lack of knowledge of girls‘ rights to protection from violence, of consequences of violence against women and girls and of reporting mechanisms. Other barriers identified were lack of resources at the family and government levels, traditional values of family, community and religion, and social perceptions of both gender hierarchies and violence against women and girls. Gendered power dynamics underlie these barriers and hinder progress on the issue of girls‘ protection from violence, but groups of Ghanaian women, girls, men and boys are challenging these dynamics and finding ways to make schools safer for girls. Their strategies for change are also featured in the present research.
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Male Sexual and Gender-Based Violence in Schools: Barriers to Community Action and Strategies for Change. The Case of Awaso, Ghana.Proulx, Geneviève January 2012 (has links)
Efforts to increase girls‘ access to quality education focus mostly on removing obstacles linked to poverty and discrimination, and often fail to acknowledge the violence many of them suffer in, around, and on the way to and from school. The objective of the present research is to examine the barriers to combating male sexual and gender-based violence in schools at the community level, and to consider community and expert-issued suggestions on removing these obstacles in the Ghanaian context. It does so through the lens of the Gender and Development approach and uses the Ecological Model of Gender-based Violence. Inspired by the standpoint feminist approach to research, data collection in Awaso and Accra involved classroom observation in four (4) Junior high school classes, 19 qualitative interviews with government and civil society personnel, and four (4) focus group discussions with parents, students and teachers. The findings show that barriers to eliminating male sexual and gender-based violence in Awaso include lack of knowledge of girls‘ rights to protection from violence, of consequences of violence against women and girls and of reporting mechanisms. Other barriers identified were lack of resources at the family and government levels, traditional values of family, community and religion, and social perceptions of both gender hierarchies and violence against women and girls. Gendered power dynamics underlie these barriers and hinder progress on the issue of girls‘ protection from violence, but groups of Ghanaian women, girls, men and boys are challenging these dynamics and finding ways to make schools safer for girls. Their strategies for change are also featured in the present research.
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The Schooling Experiences Of Fulani Muslim Girls In The Fouta Djallon Region Of Guinea: Forces Influencing Their Retention In A Rural Secondary School Of DalabaBalde, Aissatou MBambe 18 December 2004 (has links)
No description available.
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Anonymous needlework : uncovering British patchwork, 1680-1820Long, Bridget January 2014 (has links)
During the eighteen century there was a significant growth in patchwork materially and linguistically. It was the century when patchwork was stitched at all levels of society and has been identified as the time when patchwork moved out from the small domestic world of decorative sewing into the wider public sphere, leaving behind other needlework as it became embedded in the language and writing of the period. This research examines the social and cultural contexts relating to the making of patchwork in the long eighteenth century and in doing so contributes to the story of women and their material lives in the period. Noted for its longevity, surviving as a widespread practice across the century, patchwork was a democratic needlework that was practiced by any woman capable of stitching a variety of fabric pieces together to make a larger whole. A widespread understanding of the term and familiarity with the practice enabled it to be employed successfully in the literal and figurative language of the period. Patchwork was heralded as a fashionable activity in the early eighteenth century, but was later used to represent the ideal of the moral and capable housewife, devoted to her sewing skills and thrifty in her practice. The figurative style of the period allowed the simultaneous use of the word in differing ways so that patchwork was used both positively and negatively in literature, drama, critical review, political debate and theoretical discourse.
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The After-School Extracurricular Needs of Swat’s College GirlsAdnan, Aneela 30 April 2019 (has links)
Gender disparity in education is a global challenge. School-age girls are often denied equal opportunities as enjoyed by boys. This research aims to improve the poor state of female education in Pakistan by exploring options to develop a community space for college age girls in Swat.
This thesis focuses on the former princely state of Swat in northern Pakistan, an example of a place whose history of prioritizing education is largely overlooked. The Swat state heavily promoted education, but following its merger with Pakistan in 1969, many of the institutions it had created faltered. The Taliban takeover of the area in 2007 – 2009 further exacerbated the decline of education in the valley. Drawing upon the experiences of Ophelia’s Place in Eugene, Oregon, and field interviews with over a hundred college girls and administrators, I have identified activities to enhance girls’ education in Swat by developing innovative after-school possibilities.
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Imagining 'demand' for girls' schooling in rural PakistanOppenheim, Willy January 2016 (has links)
This study explores the normative frameworks through which selected parents, students, teachers, and education activists in three villages in rural Pakistan understand and articulate the value of girls' schooling. It argues that within the dominant analytical paradigms of human capital theory and neoliberalism, researchers and policymakers have tended to conceptualise 'demand' for schooling in terms that are narrowly focused upon measuring and boosting enrolment, and thus have failed to capture whether and how shifting enrolments correspond to shifting norms and to the broader imaginative regimes through which differently located actors experience and produce the gendered value of schooling. Typical analyses of 'demand' for girls' schooling have mostly focused upon what factors of schooling provision are most likely to increase parents' willingness to send their daughters to school, and thus inadvertently conflate 'demand' with 'supply' and reveal very little about whether or how such factors influence normative evaluations of girls' schooling by parents, children, teachers, and others across various contexts where enrolment is on the rise. This oversight hinders efforts at comparison that are critical for planning and interpreting transnational initiatives for achieving gender equality in and through schooling. To improve upon this trend, this study illustrates a) the normative evaluations that underpin selected instances of 'demand' for girls' schooling in three villages in rural Pakistan, and b) how these normative evaluations have changed over time and in relation to particular interventions. Using data from seventeen weeks of fieldwork spanning two villages in the southern Punjab and one in Gilgit-Baltistan, the study explores perspectives about the value of girls' schooling in relation to the key themes of marriage, employment, and purdah. By bringing this data into comparison with mainstream discouses about 'demand,' the study highlights the limitations of those discourses and charts a path for further comparative inquiry. Findings illustrate how normative perspectives about girls' schooling are differentially contested and transformed over time even as enrolment trends converge across contexts, and suggest that researchers and practitioners concerned with promoting gender equality in and through schooling should lend greater attention to the social interactions through which 'norm-making' occurs. This sort of attention to 'norm-making' can reveal new opportunities for intervention, but also, and perhaps more importantly, it inspires humility by demonstrating that all normative evaluations of schooling - whether emerging from education 'experts' or from farmers in rural villages - reflect socially and historically situated notions of personhood, none of which is more 'natural' than any other.
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A psychosocial/educational intervention for decreasing gender stereotypes in technologyBravo, Melinda Josephina 29 June 2011 (has links)
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