Abstract
This quote is pertinent to this chapter in that it sets the scene for discussing the issues of education, gender, and culture in an international, rather than national perspective. It also recognizes both the key role played by international development institutions and the contribution of the academic field. Finally, it underscores the importance of using a gender framework to analyze policy issues that affect the education of girls and women.
In the decade and a half since the United Nations designated 1975 as International Women’s Year to launch the Decade for Women, research into sex differences and gender in education has expanded, developed and deepened. It has been characterized by several trends. It has become more widespread, interdisciplinary and international, almost all major countries contributing to new research paradigms. It has, at last, become respectable to the extent that it is the more rigorous and scholarly—and better funded. And gender research has led the field in being increasingly policy-oriented.
Byrne (1990, p. 3)
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© 2005 Ali A. Abdi and Ailie Cleghorn
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Diaw, C. (2005). Gender and Education in Sub-Saharan Africa: The Women in Development (WID) Approach and its Alternatives. In: Abdi, A.A., Cleghorn, A. (eds) Issues in African Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403977199_10
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