Gender mainstreaming: Myths and measurement in higher education in Ghana and Tanzania

Morley, Louise (2010) Gender mainstreaming: Myths and measurement in higher education in Ghana and Tanzania. Compare: A Journal of Comparative and International Education, 40 (4). pp. 533-550. ISSN 0305-7925

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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.

Item Type: Article
Additional Information: This article is published in a Special Issue: Gender Mainstreaming in Education
Keywords: Ghana, Tanzania, higher education, gender mainstreaming, intersectionality
Schools and Departments: School of Education and Social Work > Education
Related URLs:
Depositing User: Louise Morley
Date Deposited: 06 Feb 2012 19:19
Last Modified: 10 Jul 2012 13:57
URI: http://sro.sussex.ac.uk/id/eprint/20061
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