Development, Education and Gender: Challenging the Empowerment Rhetoric from an Ethnographic Study in Rural Nepal

Autor/inn/en	Castellsagué, Alba; Carrasco, Silvia
Titel	Development, Education and Gender: Challenging the Empowerment Rhetoric from an Ethnographic Study in Rural Nepal
Quelle	In: Ethnography and Education, 16 (2021) 1, S.92-108 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castellsagué, Alba) ORCID (Carrasco, Silvia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2020.1764856
Schlagwörter	Foreign Countries; Gender Differences; Equal Education; Womens Education; Ethnography; Rural Areas; Learning Processes; Empowerment; Sex Role; Social Mobility; Housework; Interpersonal Relationship; Work Attitudes; Females; Cultural Traits; Nepal + Suchen Sie Ihr Suchwort? Ausland; Geschlechterkonflikt; 'Women''s education'; Frauenbildung; Ethnografie; Rural area; Ländlicher Raum; Learning process; Lernprozess; Geschlechterrolle; Soziale Mobilität; Hausarbeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Work attitude; Arbeitshaltung; Weibliches Geschlecht
Abstract	Education and gender have become central issues within development discourses and practices in Nepal, under the powerful idea that school enables equality for women, collective wellbeing, and the nation's development. While hegemonic approaches to development are being increasingly challenged, critical contributions focusing on the education-gender intersection are still scarce. Drawing on data from an ethnographic research in a Himalayan village and school, this paper analyses the forms of knowledge, styles and relationships within learning processes in/outside the school, and its implications for the gender regime (re)production. Findings challenge the idea of schooling as an empowering tool for women by showing not only the coexistence of contradictory or differentiated models of transmission and acquisition of culture but also of contents, meanings, and its value change, in a Nepal governed by and within the paradigm of development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01