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Author: Abigail Picozzi Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Women have faced barriers to equality in nearly every stage of society throughout history. Among the many restrictive issues women are consistently seeing in the region of the Middle East and North Africa (MENA) are roadblocks on nearly every path to equitable, meaningful education. Widely recognized as one of the most important rights a state can provide, the right to education is vital for advancement and innovation--and yet, it is continuously being denied to half of the population in numerous states. The negative effects created as a result of these educational restrictions speak for themselves, and yet women remain systematically restricted from attending class alongside their male counterparts. One of the main barriers to equality in education is violence, which can take a number of forms. In some states, violence has become so normalized that it is nearly enshrined in their culture, creating an extremely toxic environment for those who bear the brunt of this violence. This thesis will argue that cultural violence has pervaded specific states in MENA and has led to the restriction of education for women. By comparing case studies of Afghanistan, Algeria, and Iran, this thesis seeks to expose culturally violent elements that are present in the sociopolitical environments of these states through the comparison of each state's education system and their legislature surrounding education and women's rights. Using both historical and contemporary examples, the analysis finds that there are substantial culturally violent elements at play that have restricted and continue to restrict women's ability to receive equitable, meaningful education in each of these states. Because of these findings, policy recommendations are included with the goal of improving gender equality and education access in Afghanistan, Algeria, and Iran alike.
Author: Abigail Picozzi Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Women have faced barriers to equality in nearly every stage of society throughout history. Among the many restrictive issues women are consistently seeing in the region of the Middle East and North Africa (MENA) are roadblocks on nearly every path to equitable, meaningful education. Widely recognized as one of the most important rights a state can provide, the right to education is vital for advancement and innovation--and yet, it is continuously being denied to half of the population in numerous states. The negative effects created as a result of these educational restrictions speak for themselves, and yet women remain systematically restricted from attending class alongside their male counterparts. One of the main barriers to equality in education is violence, which can take a number of forms. In some states, violence has become so normalized that it is nearly enshrined in their culture, creating an extremely toxic environment for those who bear the brunt of this violence. This thesis will argue that cultural violence has pervaded specific states in MENA and has led to the restriction of education for women. By comparing case studies of Afghanistan, Algeria, and Iran, this thesis seeks to expose culturally violent elements that are present in the sociopolitical environments of these states through the comparison of each state's education system and their legislature surrounding education and women's rights. Using both historical and contemporary examples, the analysis finds that there are substantial culturally violent elements at play that have restricted and continue to restrict women's ability to receive equitable, meaningful education in each of these states. Because of these findings, policy recommendations are included with the goal of improving gender equality and education access in Afghanistan, Algeria, and Iran alike.
Author: National Intelligence Council Publisher: Cosimo Reports ISBN: 9781646794973 Category : Languages : en Pages : 158
Book Description
"The ongoing COVID-19 pandemic marks the most significant, singular global disruption since World War II, with health, economic, political, and security implications that will ripple for years to come." -Global Trends 2040 (2021) Global Trends 2040-A More Contested World (2021), released by the US National Intelligence Council, is the latest report in its series of reports starting in 1997 about megatrends and the world's future. This report, strongly influenced by the COVID-19 pandemic, paints a bleak picture of the future and describes a contested, fragmented and turbulent world. It specifically discusses the four main trends that will shape tomorrow's world: - Demographics-by 2040, 1.4 billion people will be added mostly in Africa and South Asia. - Economics-increased government debt and concentrated economic power will escalate problems for the poor and middleclass. - Climate-a hotter world will increase water, food, and health insecurity. - Technology-the emergence of new technologies could both solve and cause problems for human life. Students of trends, policymakers, entrepreneurs, academics, journalists and anyone eager for a glimpse into the next decades, will find this report, with colored graphs, essential reading.
Author: UNESCO Publisher: UNESCO Publishing ISBN: 9231002333 Category : Languages : en Pages : 82
Book Description
This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Author: Publisher: UNESCO ISBN: 9231041916 Category : Education Languages : en Pages : 431
Book Description
When wars break out, international attention and media reporting invariably focus on the most immediate images of human suffering. Yet behind these images is a hidden crisis. Across many of the world's poorest countries, armed conflict is destroying not just school infrastructure, but the hopes and ambitions of generations of children. The hidden crisis: Armed conflict and education documents the devastating effects of armed conflict on education. It examines the widespread human rights abuses keeping children out of school. The Report challenges an international aid system that is failing conflict-affected states, with damaging consequences for education. It warns that schools are often used to transmit intolerance, prejudice and social injustice. This ninth edition of the Education for All Global Monitoring Report calls on governments to demonstrate greater resolve in combating the culture of impunity surrounding attacks on schoolchildren and schools. It sets out an agenda for fixing the International aid architecture. And it identifies strategies for strengthening the role of education in peacebuilding. The Report includes statistical indicators on all levels of education in more than 200 countries and territories. It serves as an authoritative reference for education policy-makers, development specialists, researchers and the media
Author: Dana Burde Publisher: ISBN: 9780231169288 Category : Education Languages : en Pages : 211
Book Description
Dana Burde shows how aid to education in Afghanistan bolstered conflict both deliberately in the 1980s through violence-infused, anti-Soviet curricula and inadvertently in the 2000s through misguided stabilization programs
Author: Lorraine Code Publisher: Routledge ISBN: 1134787251 Category : Philosophy Languages : en Pages : 585
Book Description
The path-breaking Encyclopedia of Feminist Theories is an accessible, multidisciplinary insight into the complex field of feminist thought. The Encyclopedia contains over 500 authoritative entries commissioned from an international team of contributors and includes clear, concise and provocative explanations of key themes and ideas. Each entry contains cross references and a bibliographic guide to further reading; over 50 biographical entries provide readers with a sense of how the theories they encounter have developed out of the lives and situations of their authors.
Author: Hamideh Sedghi Publisher: ISBN: 9780511296574 Category : SOCIAL SCIENCE Languages : en Pages : 359
Book Description
Why were urban women veiled in the early 1900s, unveiled from 1936 to 1979, and reveiled after the 1979 revolution? This question forms the basis of Hamideh Sedghi's original and unprecedented contribution to politics and Middle Eastern studies. Using primary and secondary sources, Sedghi offers new knowledge on women's agency in relation to state power. In this rigorous analysis she places contention over women at the centre of the political struggle between secular and religious forces and demonstrates that control over women's identities, sexuality, and labor has been central to the consolidation of state power. Sedghi links politics and culture with economics to present an integrated analysis of the private and public lives of different classes of women and their modes of resistance to state power.
Author: Diane B. Napier Publisher: Springer Science & Business Media ISBN: 9462091250 Category : Education Languages : en Pages : 242
Book Description
This volume is a collection of research cases illustrating the interrelationships among education, dominance and identity in historical- and contemporary contexts. The cases reflect particular ways in which local-, group, and indigenous identities have been affected by a dominant discourse, how education can support or undermine identity, and how languages (including dominant and sub-dominant languages) and the language of instruction in schools are at the centre of challenges to hegemony and domination in many situations. Examining the issues in their research, the contributors reveal how members of minority-, disadvantaged-, or dominated groups (and the teachers and parents of children in their schools) struggle for recognition, for education in their own language, for acceptance within larger society, or for recognition of the validity of their responses to reform initiatives and policies that address a wider agenda but that fail to take into account key factors such as perceptions and subaltern status. Collectively, the chapters document research employing a variety of methodological approaches and theoretical perspectives, illustrating an array of universal and global issues in the field of comparative and international education. However, each of the cases its own unique character, as research findings and as personal reflections based on the authors’ experiential knowledge in particular social, cultural and political contexts. The contexts and regional settings include Chile, Canada, the United States, Hungary and elsewhere in East-Central Europe, France, Germany, Spain, Malaysia, Tanzania, South Africa, Cyprus, Tunisia, Egypt, Iran and elsewhere in the Middle East.
Author: Abigail Picozzi
Author: Abigail Picozzi
Author: UNESCO
Author: National Intelligence Council
Author: UNESCO
Author: 
Author: Dana Burde
Author: Cassar, Brendan
Author: Lorraine Code
Author: Hamideh Sedghi
Author: Diane B. Napier