The State and the Education of Women: Toward a Theoretical Understanding.

Autor/in	Stromquist, Nelly P.
Titel	The State and the Education of Women: Toward a Theoretical Understanding.
Quelle	(1987), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Adult Basic Education; Developed Nations; Developing Nations; Females; Feminism; Foreign Countries; Government Role; Government School Relationship; International Organizations; Low Income Groups; Nonformal Education; Sex Discrimination; Social Status; Socialism; Socioeconomic Status; Womens Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Weibliches Geschlecht; Feminismus; Ausland; International organisation; International organisations; International organization; Internationale Organisation; Non-formal education; Non formal education; Nichtformale Bildung; Sex; Discrimination; Geschlecht; Diskriminierung; Sozialer Status; Sozialismus; Socio-economic status; Sozioökonomischer Status; 'Women''s education'; Frauenbildung
Abstract	A theory, anchored in a socialist feminist perspective, is presented about the state and the education of women. Propositions of the theory are compared with data from a study of 31 international development agencies about the behavior of the state regarding the education of women. The study focused on basic education, defined as the first 4 or 5 years of regular primary education or the various forms of nonformal education addressed to adult women. The agencies comprised 17 multilateral, 7 bilateral (representing Canada, England, France, Italy, Sweden, the United States, and West Germany), and 7 foundations and semigovernment agencies. Data on the work of nongovernment agencies and women's groups were also included in the study. The empirical data support the position that the state will tend to make a rhetorical use of education as a means of improving the conditions of women but that it will neglect the design of effective and comprehensive programs to address womens' needs for an improved social order. The data also show that state agencies tend to address only those areas of knowledge that they consider essential to the family. Political action should be directed toward the state so that it provides funds for projects, but the form and content shaping the new projects will have to come from the women themselves. Appended are 6 notes and 28 references. (MLF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01