You and other students are teaching in a small rural community where local convention will not allow girls to go to school. You have strong belief that children should be educated equally regardless of gender and hope to be an agent for change within the community. How do you proceed with your project? Should you engage in or begin debate/dialogue around gender equity in education?
1. Autonomy
When autonomy is held as the most important consideration, the preferences of the community are respected. In this case, the preference of the community is to not educate girls. Some questions may arise regarding “autonomy” in this situation:
- What should be done if it is suspected that community preferences are not being voiced openly or fully?
- Should volunteers have roles in trying to elicit information from different cultures and effect change?
- How important is it to respect the community partner’s culture even if you don’t agree with all of their views?
2. Feminism
Even though Feminism is committed to gender equality and creating equal opportunities for women to achieve their potential, Feminism also advocates for dialogue and consultation amongst the different parties. The teacher in this situation would ask about how he/she can show respect and acceptance for the community’s practices while also maintaining a relationship with the community. Some questions may arise regarding “feminism” in this situation:
- Can the teacher ask about how the community’s decision affects all members of the community?
- Does this decision-making involve all members of the community, men and women?
- How can the volunteer encourage collaborative and democratic decision-making?
- Can the teacher attempt to build a trustful and balanced relationship with the community, thereby creating an opportunity for discussion about women’s access to education?
3. Distributive Justice
When distributive justice is held as the most important consideration, all resources must be allocated in a fair manner. In this case, the “good” to be distributed is education. Small rural communities are generally more vulnerable and girls are a marginalized population here. Some questions may arise regarding “Distributive Justice” in this situation:
- How do you fulfill the need to distribute equitably while not generating conflict?
- How do you determine what equitable distribution looks like?
- Will cultural competency play a role in determining what equitable distribution looks like?
You explicitly want to teach both boys and girls, but you decide to teach only the boys hoping that the elders will eventually relent. Half of the village agrees with you that their daughters must also attend the school. The other half is outraged at such practice and threaten to act violently if girls go to school. Should you align yourself with the egalitarian movement because it is in line with your own beliefs? Is it productive to take sides given that the cultural situation you are in is delicate and potentially volatile?
1. Autonomy
Autonomy would support seeking answers from the community, so if the volunteers are not members of the host community then decisions are not theirs to make. In this case, autonomy would support identifying the issue with community partners and asking them what the most appropriate course of action is. Some questions may arise regarding “autonomy” in this situation:
- Should volunteers try to reconcile what they see as unfair and continue their work?
- Should it be more important for the volunteer to interfere with the community on behalf of those they agree with, or to respect both sides and remain neutral?
2. Feminism
Feminism not only advocates for gender equality, but also believes that education and knowledge sharing is a health way to achieve inclusion and equality. Feminism encourages dialogue, trust-building and collaborative work. Therefore, a Feminist approach in this case would involve thorough evaluation of the situation, consultation and inclusion of all parties.
Some questions may arise regarding “feminism” in this situation:
- How can this volunteer embrace this challenge as a learning opportunity and engage in questioning and reflection alongside the community?
- How can the volunteer achieve a healthy conflict resolution while being respectful?
Academic Resources (7):
Aikman, S. and E. Unterhalter (2005). Beyond Access: Transforming Policy and Practice for Gender Equality in Education. Oxford, Oxfam Great Britain.
Baranyi, S. and J. Salahub. Promoting Gender Equality in “Fragile States.” The North-South Institute. Online. Available: http://www.nsi-ins.ca/english/research/progress/52.asp
Leach, F. (2003). Practising Gender Analysis in Education Oxford, Oxfam Great Britain.
Levine, D. and M. Bane (1975). The Inequality Controversy: Schooling and Distributive Justice. New York, Basic Books.
Lockheed, M. E. and M. A. Lewis (Eds.) (2007). Exclusion, Gender and Education: Case Studies from the Developing World. Washington, Brookings’ Institution Press.
Nussbaum., M. C. (2004). “Women’s Education: A Global Challenge.” Signs: Journal of Women in Culture and Society 29(2): 325-355.
Rao, N. and I. Smyth (Eds.) (2005). Partnerships for Girls’ Education. Oxford, Oxfam Great Britain.
Non-Academic Resources (4)
Glad, M. (2009). “Knowledge on Fire: Attacks on Education in Afghanistan.” CARE International and the World Bank, from http://www.care.org/newsroom/articles/2009/11/Knowledge_on_Fire_Report.pdf.
Maron, D. F. (May 1, 2009). “One Young Woman’s Fight to Educate Afghan Girls.” Newsweek, from http://www.newsweek.com/id/195613/page/1.
UNICEF (2005). n. auth. “Gender Achievements and Prospects in Education: Part I”. United Nations Children’s Fund. Online. Available: http://www.ungei.org/gap/pdfs/unicef_gap_low_res.pdf
UNICEF (2009). n. auth. “Promoting Quality Education for Orphans and Vulnerable Children: A Sourcebook of Programme Experiences in Eastern and Southern Africa.” United Nations Children’s Fund. Online. Available: http://www.unicef.org/girlseducation/files/Promoting_Quality_Education_for_Orphans_and_Vulnerable_Children_Programmes_from_Eastern_and_Southern_Africa.pdf
Total (11)
