1. (Re)visiting education and development agendas: contemporary gender research Part 1: (Re)Conceptualising Gender Equality 2. Global values and gender equality: needs, rights and capabilities 3. Contested gender frameworks: economic models and provider perspectives on education 4. Global gender goals and the construction of equality: conceptual dilemmas and policy practice 5. Social capital, civil society and education for all: a gendered lens Part 2: Researching Agency, Engagements and Empowerment 6. Researching Transitions: gender education, marketisation and Islam in Tajikistan 7. Researching Gender: explorations into sexuality and HIV/AIDS education in Africa 8. Schooling girls: an intergenerational study of women's burdens in rural Bangladesh 9. Acts of citizenship: women's civic engagements as community based educators in Mumbai 10. Gendered experiences of teaching in poor rural areas of Ghana Part 3: (Re)Defining Global Equality Agendas 11. Globalising the school curriculum: gender, EFA and global citizenship education 12. Nationhood and the education of the female citizen in India 13. Poverty reduction and gender parity in education: an alternative approach 14. Adult learning and the politics of change: feminist organizations and educational action in Latin America

Gender Education and Equality in a Global Context: Conceptual Frameworks and Policy Perspectives

Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teache...

Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education:

This article moves beyond the `network society' thesis to provide an analysis of select global organizations and their global knowledge networks in the field of development. Drawing on the work of ...

Governing through Global Networks Knowledge Mobilities and Participatory Development

Whilst the link between access, quality of schooling and gender equality in promotion Education for All is vital, the problematic nature of this agenda for the curriculum in developing countries is not sufficiently recognized. Previous sociological research indicates the contradictions between the social reproductive elements and the egalitarian potential of a ‘globalised curriculum’ especially in the complex postcolonial scenario of developing economies. A close reading of the EFA Global Monitoring Reports highlights rights within and through the curriculum, representing the ‘curriculum as opportunity’, ‘curriculum as reform’ and ‘curriculum as a democratic tool’. However, gender equality represents a deeper challenge to dominant knowledge forms than that represented by a gender fair/friendly curriculum or a gender neutral curriculum. Global citizenship education controversially brings female subordination and gender power into the curriculum but its potential in relation to the goals of EFA is not proven. Localized historical and socio-cultural investigations are needed into the gendering of national school knowledge in non-Western environments, and its relationship to material and socio-cultural conditions of gender relations. Such investigations could account for different types of gender performances in school, and offer a transformative politics of recognition as well as redistribution. Correspondence: Professor Madeleine Arnot, Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 2PQ, Email: mma1000@cam.ac.uk, Tel: 00 44 (1) 1223 767626

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Globalising the school curriculum: gender, EFA and global citizenship education

This work is about the ethics of education, and about philosophy as a discipline that can help us to help children look at ethics afresh. The study and practice of ethics is about morals and uncertainties and, as such, poses problems for the research community. The philosopher Ricoeur challenges research as only one way to find meaning in the world, and invites us to reconsider the value of textual analysis so that we can understand narrative as ethical and find guidance for how we wish to act. He combines explaining (positivist accuracy) and understanding (ethical conjecture). Ricoeur's philosophy suggests ways in which teachers and their pupils can learn to be actively involved in understanding how to be ethical, by using a variety of techniques, including narrative text. Story telling, this age‐old pedagogy, whereby both process and content have regard for the person, is complex and so important for teacher educators that it requires frequent refreshing. The dominant methodology here is that of applyin...

Ethics, Ricoeur and philosophy: ethical teacher workshops

The Global-ITE (Initial Teacher Education) scheme is a three-year education project. It aims to enable trainee teachers in three teacher-education institutes in India, Kenya, and England to link local and global social issues to each other, and relate them to the school curriculum; and to promote a global perspective on citizenship education. Integral to our vision of global citizenship is gender equality, together with a respect for diversity. The project leaders in each country are women academics, as is the project adviser, and there is a preponderance of women students involved in the project. This gives women a voice in a vitally important area of international curriculum development. However, there are outstanding questions to be resolved about the limits on women's ability to influence change beyond the project, when men still make many operational and resourcing decisions in world politics.

Women and citizenship in global teacher education: the Global-ITE project

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Women and citizenship in global teacher education: the Global-ITE project