Literaturnachweis - Detailanzeige
| Autor/in | Müller, Tanja R. |
|---|---|
| Titel | Education and gender in revolutionary societies: insights from Vietnam, Nicaragua, and Eritrea. |
| Quelle | In: Compare, 38 (2007) 5, S. 635-650Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-7925 |
| Schlagwörter | Bildung; Chancengleichheit; Gesellschaft; Soziale Entwicklung; Geschlechtsspezifischer Unterschied; Gleichberechtigung; Revolution; Sozialstruktur; Transformation; Frauenbildung; Modernisierung; Eritrea; Nicaragua; Vietnam |
| Abstract | Based on the work of Bourdieu, this paper analyses how far formal education within a revolutionary setting can act as a 'strategy-generating' institution in terms of enabling women to aspire to and achieve goals they would not even have envisaged pre-revolution. In making its case, it draws on the examples of three revolutionary societies: Vietnam (since 1976), Nicaragua (1979-1990) and Eritrea (since 1991). It is argued that even though not eliminating gender as a discriminatory marker, education indeed creates room for personal emancipation. While this could equally be achieved by openings within a neo-liberal setting, a strong focus on fostering social cohesion makes educational policies in revolutionary societies different. The paper ends by arguing that revolutionary states can offer valuable lessons for education as a source of social equity. It advocates to newly consider what type of state supports what kind of education system and for what purpose. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2008/2 |
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