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Autor(en): 
  • Firdevs Melis Cin
  • Gender Justice, Education and Equality: Creating Capabilities for Girls' and Women's Development 
     

    (Buch)
    Dieser Artikel gilt, aufgrund seiner Grösse, beim Versand als 3 Artikel!


    Übersicht

    Auf mobile öffnen
     
    Lieferstatus:   Auf Bestellung (Lieferzeit unbekannt)
    Veröffentlichung:  Juli 2018  
    Genre:  Soziologie 
     
    B / Education / Education and sociology / Educational sociology / Gender and Education / Gender identity in education / Gender Studies / Gender studies, gender groups / Gender;Feminism;Equal rights;Schooling;Opportunity / Human Rights / Politics & government / Social Justice / Social Justice, Equality and Human Rights / Social research & statistics / Sociology / Sociology of Education / teacher training / Teaching / Teaching and Teacher Education
    ISBN:  9783319818184 
    EAN-Code: 
    9783319818184 
    Verlag:  Springer Nature EN 
    Einband:  Kartoniert  
    Sprache:  English  
    Serie:  Palgrave Studies in Gender and Education  
    Dimensionen:  H 210 mm / B 148 mm / D  
    Gewicht:  298 gr 
    Seiten:  212 
    Zus. Info:  Previously published in hardcover 
    Bewertung: Titel bewerten / Meinung schreiben
    Inhalt:
    This book reframes gender and education issues from a feminist and capabilities perspective through a multi-generational study of women as teachers. It explores how different understandings of gender, equality and education generate a variety of approaches with which to pursue gender equality in education. Through employing the capabilities approach in a critical and innovative way to question justice, agency and well-being and also to evaluate valued functionings and capabilities, freedoms and lack of opportunities in women¿s lives in Turkey it highlights the need for constructing a gender-just society. The book takes a closer look at these women¿s memories, in order to understand how gender roles were created, negotiated and contested, and how the transition to modern ways of socialising and existing was shaped and women¿s emancipation was guided by women teachers as social actors, rather than as passive onlookers or oppressed individuals. It provides important insights and critical evidence to be used in the planning and implementation of education and social/gender policies.

      



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