「ジェンダーと開発」のグローバリゼーション─女性たちのエンパワーメント─

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概要

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• The term "Women in Development, " in the broad sense, emerged from the theoretical base of development studies and women's studies in the early 1970s. It has been a new and rapidly growing field of social science both inside and outside the academic setting since International Women's Year in 1975. "Women in Development, " or "WID, " of the early era is understood to indicate the integration of women into global processes of economic, political and social growth and change. Since the 1980s, two more acronyms have emerged, "WAD" (Women and Development) and "GAD" (Gender and Development) as alternatives to the earlier WID focus. The GAD approach goes further than WID and WAD in questioning the underlying social, economic and political assumptions and articulating an alternative vision of development from a global perspective and also from the perspective of reforming gender and class structures. This paper examines the formation of "Gender and Development" in the "Women in Development" discourse, and its relation to educational development policy for women's empowerment. The first section surveys the origins of the three theories and the meaning of the "Gender and Development" approach, which demands a degree of commitment to structural change and to shifts in power relations that is unlikely to be found either in national and/or in international agencies. The second section focuses on the meaning of educational development policy, and analyses the shift of girl/women's education toward gender sensitive education, This includes an examination of why the education of girl/women was neglected during the last two decades in the field of development policy. The third section analyses the outcome of the research on gender and basic education in international development cooperation carried out by UNICEF in 1993. The findings indicate that significant advances in the treatment of gender and basic education have taken place. As a whole, however, projects seeking to serve women are found to be "undertheorized." Finally, this paper aims to point out the need to analyze cases from micro, mezo and macro levels, and to conceptualize the empowerment approach from the educational point of view, in order to create an alternative globalization.

• 2000-05-15

著者

• 上村 千賀子

  群馬大学

関連論文

• 教室の統制過程で生じるジェンダーに偏りのあるメッセージ : 教室会話の分析を通して(ジェンダーと教育)
• 「ジェンダーと開発」のグローバリゼーション─女性たちのエンパワーメント─
• 宮坂広作『生涯学習の創造 : 理論と実践』
• 女性学教育・学習の課題と展望 : 国立婦人教育会館"女性学講座"16年の軌跡より

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