Gender Mainstreaming: Myths and Measurement in Higher Education in Ghana and Tanzania

Autor/in	Morley, Louise
Titel	Gender Mainstreaming: Myths and Measurement in Higher Education in Ghana and Tanzania
Quelle	In: Compare: A Journal of Comparative and International Education, 40 (2010) 4, S.533-550 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Sexual Harassment; Foreign Countries; Misconceptions; Comparative Education; Access to Education; Womens Education; Womens Studies; Gender Differences; Gender Bias; Concept Formation; Disproportionate Representation; Equal Education; Gender Issues; Women Scientists; Measurement; Ghana; Tanzania + Suchen Sie Ihr Suchwort? Sexuelle Belästigung; Ausland; Missverständnis; Vergleichende Erziehungswissenschaft; Education; Access; Bildung; Zugang; Bildungszugang; 'Women''s education'; Frauenbildung; Geschlechterkonflikt; Geschlechterstereotyp; Concept learning; Begriffsbildung; Geschlechterfrage; Weibliche Gelehrte; Messverfahren; Tansania
Abstract	This article critically examines the concept of gender mainstreaming and raises questions about a series of category slippages in debates and discussions. Some key concerns are the way in which women are constructed as a unified analytical category, and how gender equality is frequently reduced to issues of representation. It also critically interrogates how gender mainstreaming initiatives can be undermined by sexist practices such as sexual harassment. Focusing on higher education, it draws on empirical data from the research project "Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard" (sussex.ac.uk/wphegt). Central arguments relate to the call for intersectional analyses and how GM needs to go beyond access and representation and address feminist concerns with the way in which gendered power and privilege are enacted in everyday social relations in higher education institutions. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10