Drawing on the work of the Beyond Access, Gender, Education, and Development project, contributors discuss some of the key challenges in achieving gender equality in education, give examples of initiatives in a range of contexts, and make recommendations for action. They suggest that there is a more substantive goal to aim for than gender parity (i.e. the same proportion of girls and boys entering and completing schooling): we need to work towards an equitable education system which allows all individuals, irrespective of gender, to develop their potential. Includes chapters adapted from papers by Pauline Rose, Taylor Brown, Debbie Budlender, Sam Gibson, Nicola Swainson, and Janet Raynor

Sheila Aikman Sheila Aikman has worked with a wide range of NGOs from community-based and regional federations of indigenous peoples in South America to international NGOs such as the International Work Group for Indigenous Affairs, Copenhagen, and Oxfam GB where she held the post of Global Education Policy Adviser prior to joining UEA and DEV in March 2008.

Elaine Unterhalter Elaine Unterhalter is a reader in Education and International Development at the Institute of Education, University of London. Together with Sheila Aikman she co-ordinates the ‘Beyond Access: Gender, Education and Development’ project. Her books include Gender, Schooling and Global Social Justice (Routledge, 2006), Beyond Access (with Sheila Aikman, Oxfam, 2005) and Amartya Sen’s Capability Approach and Social Justice in Education (with Melanie Walker, Palgrave, 2007).

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Kelly, Orla

Bhabha, Jacqueline

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https://doi.org/10.1080/01425692.2014.919843 [Citations: 5]

Maasai Girls’ Education Aspirations and Socio-Cultural Constraints: Reflections from Monduli Tanzania

Mtey, Adela

Mkwawa Journal of Education and Development, Vol. 1 (2017), Iss. 1 P.1

https://doi.org/10.37759/mjed.2017.1.1.1 [Citations: 1]

Internationalisation of African Higher Education

The Impact of Academic Mobility on The Conceptualisation of Gender Roles and Relations Among Kenyan and Cameroonian Students

Eshuchi, Joshua

Ojuku, Tiafack

2013

https://doi.org/10.1007/978-94-6209-311-9_5 [Citations: 1]

International Perspectives on Diversity in ELT

Exploring the Role of Teacher Talk in the Gender Identity Construction of Filipino Children

Potestades, Rafaella R.

2021

https://doi.org/10.1007/978-3-030-74981-1_8 [Citations: 1]

Gendered Voices

Moving Beyond the Numbers

Holmarsdottir, Halla B.

2013

https://doi.org/10.1007/978-94-6209-137-5_2 [Citations: 1]

Conceptualising gender equality in research on education quality

Aikman, Sheila

Halai, Anjum

Rubagiza, Jolly

Comparative Education, Vol. 47 (2011), Iss. 1 P.45

https://doi.org/10.1080/03050068.2011.541675 [Citations: 23]

Social, Local, and Situated: Recent Findings About the Effectiveness of Older Men’s Informal Learning in Community Contexts

Golding, Barry Goanna

Adult Education Quarterly, Vol. 61 (2011), Iss. 2 P.103

https://doi.org/10.1177/0741713610380437 [Citations: 35]

Literacies and Discourses of Development Among the Rabaris of Kutch, India

Dyer, Caroline

The Journal of Development Studies, Vol. 44 (2008), Iss. 6 P.863

https://doi.org/10.1080/00220380802058222 [Citations: 8]

Policy Debates in Comparative, International, and Development Education

Making Gender Matter: Paradigms for Equality, Equity, and Excellence

Porter, Maureen K.

2011

https://doi.org/10.1057/9780230339361_8 [Citations: 1]

Assessing the Impact of Re-Entry Policy in the Zambian Education System: A Case of Chongwe District

Bwalya, Lazarus

(2020)

https://doi.org/10.2139/ssrn.3722295 [Citations: 0]

Neoliberalism and Education

Beyond the education silo? Tackling adolescent secondary education in rural India

2017

https://doi.org/10.4324/9781315646411-8 [Citations: 0]

Educational Inequalities

‘I Want to Hear You’: Listening to the Narratives, Practices and Visions of a Chuj Maya Teacher in Guatemala

2013

https://doi.org/10.4324/9781315886190-17 [Citations: 0]

Gender equality and girls’ education: Investigating frameworks, disjunctures and meanings of quality education

Aikman, Sheila

Rao, Nitya

Theory and Research in Education, Vol. 10 (2012), Iss. 3 P.211

https://doi.org/10.1177/1477878512459391 [Citations: 15]

Formal Learning in Informal Settings—Increased Physics Content Knowledge After a Science Centre Visit

Solis, Daniel H.

Hutchinson, David

Longnecker, Nancy

Frontiers in Education, Vol. 6 (2021), Iss.

https://doi.org/10.3389/feduc.2021.698691 [Citations: 1]

South African Schooling: The Enigma of Inequality

Gender Inequalities in South African Schools: New Complexities

Zuze, Tia Linda

Beku, Unathi

2019

https://doi.org/10.1007/978-3-030-18811-5_12 [Citations: 1]

Girls’ participation in formal education: a case of Maasai pastoralists in Tanzania

Raymond, Adella

Educational Research for Policy and Practice, Vol. 20 (2021), Iss. 2 P.165

https://doi.org/10.1007/s10671-020-09273-7 [Citations: 3]

“Pink is a Girl's Color”: A Case Study of Bilingual Kindergarteners' Discussions about Gender Roles

Kim, So Jung

Critical Inquiry in Language Studies, Vol. 13 (2016), Iss. 4 P.237

https://doi.org/10.1080/15427587.2016.1163494 [Citations: 0]