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Gender is one of the most productive, dynamic, and vibrant areas of Africanist research today. This volume looks at Africa now that gender has come into play to consider how the continent, its people, and the term itself have changed.
Challenges the common stereotypes of African women as either victims or unrestrained resisters.
South African women's still-increasing presence in local, provincial, and national institutions has inspired sweeping legislation aimed at advancing women's rights and opportunity. Yet the country remains plagued by sexual assault, rape, and intimate partner violence. Hannah E. Britton examines the reasons gendered violence persists in relationship to social inequalities even after women assume political power. Venturing into South African communities, Britton invites service providers, religious and traditional leaders, police officers, and medical professionals to address gender-based violence in their own words. Britton finds the recent turn toward carceral solutions—with a focus on arrests and prosecutions—fails to address the complexities of the problem and looks at how changing specific community dynamics can defuse interpersonal violence. She also examines how place and space affect the implementation of policy and suggests practical ways policymakers can support street level workers. Clear-eyed and revealing, Ending Gender-Based Violence offers needed tools for breaking cycles of brutality and inequality around the world.
The book explains an unexpected consequence of the decrease in conflict in Africa after the 1990s. Analysis of cross-national data and in-depth comparisons of case studies of Uganda, Liberia and Angola show that post-conflict countries have significantly higher rates of women's political representation in legislatures and government compared with countries that have not undergone major conflict. They have also passed more legislative reforms and made more constitutional changes relating to women's rights. The study explains how and why these patterns emerged, tying these outcomes to the conjuncture of the rise of women's movements, changes in international women's rights norms and, most importantly, gender disruptions that occur during war. This book will help scholars, students, women's rights activists, international donors, policy makers, non-governmental organizations (NGOs) and others better understand some of the circumstances that are most conducive to women's rights reform today and why.
One of the most significant dimensions of gender studies is that it is political. It raises questions about power in society and how and why power is differentially distributed between different genders. It asks questions about who has power over whom, in which situations, how power is exercised, and how it is, and can be, challenged. Different theories and perspectives within gender studies have different approaches to these questions and look for answers in different social processes. Many debates are on-going, as new data is revealed and new theories are put forth. Understanding Gender in the African Context is a scholarly reference that explores the complexities of the ideologies and social patterns that contribute to the field of gender studies. Featuring a range of topics such as human rights, feminism, and social media, this book is ideal for policymakers, sociologists, social scientists, civil society organizations, government officials, academicians, researchers, and students.
The "woman question", this book asserts, is a Western one, and not a proper lens for viewing African society. A work that rethinks gender as a Western contruction, The Invention of Women offers a new way of understanding both Yoruban and Western cultures. Oyewumi traces the misapplication of Western, body-oriented concepts of gender through the history of gender discourses in Yoruba studies. Her analysis shows the paradoxical nature of two fundamental assumptions of feminist theory: that gender is socially constructed in old Yoruba society, and that social organization was determined by relative age.
Featuring contributions from some of the most accomplished scholars on the topic, Holding the World Together explores the rich and varied ways in which women have wielded power across the African continent, from the precolonial period to the present. Suitable for classroom use, this comprehensive volume considers such topics as the representation of African women, their role in national liberation movements, their experiences of religious fundamentalism (both Christian and Muslim), their incorporation into the world economy, changing family and marriage systems, impacts of the world economy on their lives and livelihoods, and the unique challenges they face in the areas of health and disease. Contributors: Nwando Achebe, Ousseina Alidou, Signe Arnfred, Andrea L. Arrington-Sirois, Henryatta Ballah, Teresa Barnes, Josephine Beoku-Betts, Emily Burril, Abena P. A. Busia, Gracia Clark, Alicia Decker, Karen Flint, December Green, Cajetan Iheka, Rachel Jean-Baptiste, Elizabeth M. Perego, Claire Robertson, Kathleen Sheldon, Aili Mari Tripp, Cassandra Veney
A Companion to Gender History surveys the history of womenaround the world, studies their interaction with men in genderedsocieties, and looks at the role of gender in shaping humanbehavior over thousands of years. An extensive survey of the history of women around the world,their interaction with men, and the role of gender in shaping humanbehavior over thousands of years. Discusses family history, the history of the body andsexuality, and cultural history alongside women’s history andgender history. Considers the importance of class, region, ethnicity, race andreligion to the formation of gendered societies. Contains both thematic essays and chronological-geographicessays. Gives due weight to pre-history and the pre-modern era as wellas to the modern era. Written by scholars from across the English-speaking world andscholars for whom English is not their first language.
This title was first published 2000: This text is intended to draw together two important developments in contemporary geography: firstly, the recognition of the need to write critical histories of geographical thought and, particularly, the relationship between modern geography and European imperialism; and secondly, the attempt by feminist geographers to countervail the absence of women in the histories. The author focuses on the narratives of British women travellers in West Africa between 1840 and 1915, exploring their contributions to British imperial culture, teh ways in which they wer empowered in the imperial context by virtue of both "race" and class, and their various representations of West African landscapes and peoples. The book argues for the inclusion of women and their experiences in histories of geographical thought and explores the possibilities and problems of combining feminist and post-colonial approaches to these histories.
Internationally, there is growing awareness that the target of Education for All by 2015 will not be met unless more strident efforts are made to improve access for marginalized, hard-to-reach children (most often girls). For almost four decades gender equality in education has been one of the key global concerns and as a result various organizations at national and international levels along with governments have initiated programs focusing on achieving gender equality, women’s empowerment and improving girls’ access to education. By focusing on access alone (i.e. gender parity) we may not understand how education can be used to achieve empowerment and influence cultural practices that are gender insensitive. In this volume we attempt to call into question the content of gender equality as simple parity and in doing so we reflect upon the following questions: • Do the global (macro) discourses on gender equality in education lead to a focus on numbers only or to more profound sustainable changes at the national (meso) level and the school (micro) level? • To what extent have national policies been adjusted to reflect the global discourses on gender equality? • Are schools/classrooms (micro) expected to adjust to these global discourses and if so in what ways has this happened? • What are the challenges of providing access to good quality education for girls in both countries? • Is there a dichotomy between the schools/classrooms on the one hand and the community on the other in terms of gender equality/equity? • To what extent is gender equality/equity imposed upon schools and communities and does it take into account the cultural practices in traditional communities? Key words: Gender equality, education, Global vs. local concerns 3 selling points: • The volume highlights that although research has shown how global educational policies homogenize national educational policies and are therefore playing what can be termed a neo-colonial role in identifying pivotal themes and topics in education across the world such as gender equality, literacy and quality education in local contexts, they are often steeped in a Western logic which is not always culturally relevant or conducive. Making global recommendations for education across cultures and places is thus not always unproblematic. • The volume highlights that a push for girls’ schooling must navigate wisely in sensitive terrain where complex contextual aspects must be understood and taken into account. Girls’ attendance and retention in school are important first steps in the struggle for epistemic access, but must be followed by serious deliberations about what kind of school and what kind of knowledge in the schools is appropriate, and about equality and equity. • The volume attempts to understand how the global gender goals in education affect both local policies and local practice and in doing so it attempts to question the simple focus on access only.