Buzzwords at Play: Gender, Education, and Political Participation in Kenya

Autor/in	Foulds, Kim
Titel	Buzzwords at Play: Gender, Education, and Political Participation in Kenya
Quelle	In: Gender and Education, 26 (2014) 6, S.653-671 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2014.933190
Schlagwörter	Foreign Countries; Gender Bias; Gender Discrimination; Textbook Content; Textbook Bias; Social Attitudes; Ambiguity (Context); Educational Policy; Sex Fairness; Curriculum Evaluation; National Curriculum; Social Studies; Interviews; Rhetoric; Voting; Student Attitudes; Discourse Analysis; Secondary School Students; Kenya + Suchen Sie Ihr Suchwort? Ausland; Geschlechterstereotyp; Lehrbuchtext; Lehrbuchkritik; Social attidude; Soziale Einstellung; Politics of education; Bildungspolitik; Sexualaufklärung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Gemeinschaftskunde; Interviewing; Interviewtechnik; Rhetorik; Abstimmung; Schülerverhalten; Diskursanalyse; Sekundarschüler; Kenia
Abstract	The discourse around development is full of buzzwords, including gender and a myriad of variants that underscore the importance of development policies addressing gender imbalances. Despite their prevalence in development policy and research, terminology related to gender is often used broadly, inappropriately, and without nuance. For international education policy in particular, discussions related to gender equality and equity in education are engaged in such a way that assumes shared meanings between policy designers and policy recipients. Using Kenya as a site of analysis, and in the spirit of a vertical case study for data collection, this study explores how the abstractness of a buzzword functions in the microcosm of the school classroom. In comparing gendered representations in textbooks with students' perceptions of those representations to explore how development discourse plays out in Kenyan schools, findings here demonstrate that there is minimal impact due to textbooks' mixed messages, reinforcing women's marginal position in community and political engagement and demonstrating that broad-based understandings of gender empowerment are not always translated in application. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10