Dangerous Territories: Struggles for Difference and Equality in Education

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Dangerous Territories: Struggles for Difference and Equality in Education

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Substantively discussed as one of the most important contributions of the last 50 years of educational theory in Educational Theory. Girls accounted for 53 per cent of the 61 million children of primary school age who were out of school in Girls accounted for 49 per cent of the 57 million children out of school in In surveys of 30 countries with more than , out-of-school children, 28 per cent of girls were out of school on average compared to 25 per cent of boys.

Completion of primary school is a particular problem for girls in sub-Saharan Africa and Western Asia.

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Surveys in 55 developing countries reveal that girls are more likely to be out of school at a lower secondary age than boys, regardless of the wealth or location of the household. In developing regions, there are 98 women per men in tertiary education. There are significant inequalities in tertiary education in general, as well as in relation to areas of study, with women being over-represented in the humanities and social sciences and significantly under-represented in engineering, science and technology.

The education of girls and women can lead to a wide range of benefits from improved maternal health, reduced infant mortality and fertility rates to increased prevention against HIV and AIDS. Children of mothers with secondary education or higher are twice as likely to survive beyond age 5 compared to those whose mothers have no education.

A child born to a mother who can read is 50 per cent more likely to survive past age 5. In sub-Saharan Africa, an estimated 1. In Indonesia, 68 per cent of children with mothers who have attended secondary school are immunized, compared with 19 per cent of children whose mothers have no primary schooling.

Education as the Pathway towards Gender Equality

Wages, agricultural income and productivity—all critical for reducing poverty— are higher where women involved in agriculture receive a better education. Each additional year of schooling beyond primary offers greater payoffs for improved opportunities, options and outcomes for girls and women. In the varied discussions on the post education related agendas, there was strong consensus that gender equality in education remains a priority. Various inputs noted that inequalities in general, and particularly gender equality, need to be addressed simultaneously on multiple levels—economic, social, political and cultural.

Other inputs highlighted the importance of ensuring access to post-basic and post-secondary education for girls and women. Gender-based discrimination in education is, in effect, both a cause and a consequence of deep-rooted differences in society.

Disparities, whether in terms of poverty, ethnic background, disability, or traditional attitudes about their status and role all undermine the ability of women and girls to exercise their rights. Moreover, harmful practices such as early marriage, gender-based violence, as well as discriminatory education laws and policies still prevent millions of girls from enrolling and completing their respective education. Additionally, given the extensive and growing participation of women in income generating activities, education for girls and women is particularly important, especially in attempting to reverse gendered patterns of discrimination.

Not only is it impossible to achieve gender equality without education, but expanding education opportunities for all can help stimulate productivity and thereby also reduce the economic vulnerability of poor households. Equity is the strongest framing principle of a post rights-based agenda, and underlines the need to redress historical and structural inequalities in order to provide access to quality education at all levels. This heralds what was effectively one of the strongest themes that emerged in the post education consultations, i.

This implies that all aspects of education should be considered from a rights perspective, including structural features of education systems, methods of education, as well as the contents of the education curricula. Indeed, overcoming structural barriers to accessing good quality education is vital for realizing education rights for all. In related post consultations, equity is affirmed as a fundamental value in education. Several inputs noted that inequality in education remains a persistent challenge.

This is connected to a focus in the Millennium Development Goals on averages without an accompanying consideration of trends beneath the averages. Many contributions in the education consultation, as well as in the other thematic consultations, highlighted the lack of attention to marginalized and vulnerable groups. Equal access to good quality education requires addressing wide-ranging and persistent inequalities in society and should include a stronger focus on how different forms of inequality intersect to produce unequal outcomes for marginalized and vulnerable groups.

Post consultations suggest that overcoming inequality requires a goal that makes national governments accountable for providing minimum standards and implementing country specific plans for basic services, including education. Equity in education also implies various proactive and targeted measures to offer progressive support to disadvantaged groups. The report states that in cultures in which a higher value is placed on education of male children, girls risk being taken out of school and are then likely to enter the workforce at an early age.

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The ILO report noted global estimates where more than million girls were involved in child labour, and many were exposed to some of its worst forms. Much of the research around women and education highlights the importance of investing in the education of girls as an effective way of tackling the gamut of poverty. Anne Oakley in particular, is known for coining the term gender socialization , which indicates that gender is socially constructed. According to Oakley, parents are engaged in gender socialization but society holds the largest influence in constructing gender.

She identified three social mechanisms of gender socialization: Oakley noted that gender is not a fixed concept but is determined by culture through the use of verbal and nonverbal signifiers and the creation of social norms and stereotypes, which identify proper and acceptable behavior. The signifiers are then perpetuated on a macro level, reinforced by the use of the media, as well as at the micro level, through individual relationships. Gender socialization begins as early as when a woman becomes pregnant and people start making judgments about the value of males over females.

These stereotypes are perpetuated by family members, teachers and others by having different expectations for males and females.

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