The Politics of Gender Segregation and Women's Access to Higher Education in the Islamic Republic of Iran: The Interplay of Repression and Resistance

Autor/in	Rezai-Rashti, Goli M.
Titel	The Politics of Gender Segregation and Women's Access to Higher Education in the Islamic Republic of Iran: The Interplay of Repression and Resistance
Quelle	In: Gender and Education, 27 (2015) 5, S.469-486 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2015.1045457
Schlagwörter	Access to Education; Equal Education; Gender Bias; Females; Womens Education; Higher Education; Islamic Culture; College Students; Politics of Education; Social Justice; Social History; World History; Social Change; Social Bias; Sex Fairness; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Geschlechterstereotyp; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Islam; Kultur; Collegestudent; Educational policy; Bildungspolitik; Soziale Gerechtigkeit; Sozialgeschichte; Weltgeschichte; Sozialer Wandel; Sexualaufklärung; Ausland
Abstract	One of the significant achievements of the Islamic Republic of Iran has been the increasing access of women to all levels of education. This paper focuses on women's access to higher education and its unexpected and paradoxical outcomes. Today women in Iran represent over 60% of university students at the undergraduate level. Against the dominant social imaginary of Muslim women, this paper explores how the contradictions and complexities of politics within the Islamic Republic impact women's lives and how women themselves have been able to bring gender justice to the core of Iranian politics. (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	2020/1/01