Feminism and Adult Education: The Nexus of Policy, Practice, and Payment
DOI:
https://doi.org/10.56105/cjsae.v27i2%20SE.3415Keywords:
adult education, feminism, policy, UNESCO, feminist organizationsAbstract
This paper provides a critical feminist analysis of the intersection of policy, practice and decisions about funding for women. Beginning with a discussion of the current Canadian context, the authors move to an examination of international policies on the lives of women such as CONFINTEA, MDGs and CEDAW. They then examine three specific international programs where these policies are enacted globally. This paper highlights the interconnections of the local and the global, and the need to look beyond our current Canadian context for insights into the practice of adult education.References
Allman, P. (2010). Critical education against global capitalism. Karl Marx and revolutionary critical education (revised paperback version). Rotterdam, Holland: Sense Publishers.
Barton, C. (2005).Where to for women’s movements and the MDG. Gender and Development, 13(1), 25-34.
Batliwala, S. (2012). Changing their world: Concepts and practices of women’s movements, 2nd ed. Toronto, ON: Association of Women in Development. Retrieved from: http://www.awid.org/Media/Files/Changing-their-World-2nd-Ed-ENG.pdf
Batliwala, S. (2011). Feminist leadership for social transformation: Clearing the conceptual cloud. New Delhi: CREA.
Batliwala, S. with Rosenhek, S. & Miller, J. (2013). Women moving mountains: The collective impact of the Dutch MDG3 Fund. Toronto, ON: Association of Women in Development. Retrieved from: http://www.awid.org/Library/Women-Moving-Mountains3
Caglar, G., Prügl, E., & Zwingel, S. (Eds.). (2013). Feminist strategies in international governance. London: Routledge.
Carpenter, S. (2012). Centering Marxist-feminist theory in adult learning. Adult Education Quarterly, 62(1), 19-35. doi: 10.1177/0741713610392767
CREA (2014). Homepage. Accessed September 24, 2015 http://creaworld.org/what_we_do/Initiatives/strengthen-feminist-leadership
Crowther, J., & Tett, L. (2012). Learning literacy for citizenship and democracy. In L. Tett, M. Hamilton, & J. Crowther (Eds.), More powerful literacies (pp. 117-128). Leicester, UK: NIACE.
Eyben, R. (2012). The hegemony cracked: The power guide to getting care onto the development agenda. IDS Working Paper, 411. Brighton, England: Institute of Development Studies, University of Sussex. Retrieved from: http://www.ids.ac.uk/publication/the-hegemony-cracked-the-power-guide-to-getting-care-onto-the-development-agenda
Foroughi, B. (2013). Toronto community housing: Tenant participation and informal learning. Canadian Journal for the Study of Adult Education, 25(2), 35-52.
Gilchrist, A. (2009). The well-connected community: A networking approach to community development. Bristol, UK: Policy Press.
Hayes, E., & Flannery, D. D. & Others (Eds.), Women as learners: The significance of gender in adult learning (pp. 139-153). San Francisco, CA: Jossey-Bass.
JASS (2014). What we do. Retrieved from: http://www.justassociates.org/en/what-we-do
Kasworm, C.E., Rose, A.D., & Ross-Gordon, J.M. (Eds.), Handbook of adult and continuing education (pp. 71-81). Thousand Oaks, CA: Sage.
Ledwith, M. (2009). Antonio Gramsci and feminism: The elusive nature of power. Educational Philosophy and Theory, 41(6), 684-697. doi: 10.1111/j.1469-5812.2008.00499.x
Ledwith, M. (2011). Community development. A critical approach (2nd ed.). Bristol, UK: Policy Press.
Lensmire, T. J., McManimon, S.K., Tierney, J.D., Lee-Nichols, M.E., Casey, Z.A., Lensmire,A. & Davis, B.M. (2013). McIntosh as synecdoche: How teacher education's focus on white privilege undermines antiracism. Harvard Educational Review, 83 (3),410-431.
López, E., & Adanali, Y. (2007). Cotacachi, Ecuador: The inclusion of indigenous women in a local participatory budgeting process. Retrieved from United Cities and Local Governments (UCLG) website: http://www.uclg-cisdp.org/en/observatory/inclusion-indigenous-women-local-participatory-budgeting-process
Manicom, L., & Walters, S. (Eds.). (2012). Feminist popular education in transnational debates: Building pedagogies of possibility. New York: Palgrave Macmillan.
Manuh, T., Anyidoho, N.A., & Pobee-Hayford, F. (2013). “A femocrat just doing my job”: Working within the state to advance women’s empowerment in Ghana. In R. Eyben & L. Turquet (Eds.), Feminists in development organizations: Change from the margins (pp. 37-54). Rugby, UK: Practical Action.
Miles, A. (Ed.). (2013). Women in a globalizing world: Transforming equality, development, diversity and peace. Toronto: Inanna.
Miller, V., Veneklasen, L., Riley, M., & Clark, C. (2006). Making change happen: Power: Concepts for revisioning power for justice, equality and peace. Washington, DC: Just Associates. Retrieved from: http://www.justassociates.org/sites/justassociates.org/files/mch3_2011_final_0.pdf
Pinnington, E., & Schugurensky, D. (Eds.). (2010). Learning citizenship by practicing democracy: International initiatives and perspectives. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Sachs, J. D. (2005). Investing in development: A practical plan to achieve the Millennium Development Goals. London: Earthscan.
Scampini, A. (2003). Some thoughts on the conference processes. In C. Medel-Añonuevo (Ed.), Women moving CONFINTEA V: A mid-term review. Hamburg, Germany: UNESCO Institute for Education.
Stoddart, J. (2014). Thérèse Casgrain. The Canadian Encyclopedia. Revised by M-E Lambert & A. McIntosh, 2014; originally prepared in 2008) http://www.thecanadianencyclopedia.ca/en/article/therese-casgrain
Stromquist, N. (2013). Adult education of women for social transformation: Reviving the promise, continuing the struggle. New Directions for Adult and Continuing Education, no. 138, 29-38.
Thompson, J. L. (2007). More words in edgeways: Rediscovering adult education. Leicester, UK: NIACE.
United Nations. (1981). The Convention on the Elimination of All Forms of Discrimination against Women. Retrieved from http://www.un.org/womenwatch/daw/cedaw/text/econvention.htm
UN Women. (2014). Agreed: Conclusions of the 58th Session of the Commission on the Status of Women. New York City. Retrieved from: http://www.unwomen.org/~/media/Headquarters/Attachments/Sections/CSW/58/CSW58-agreedconclusions-advanceduneditedversion.pdf
UNESCO. (1997). Hamburg Declaration on Adult Learning. Adult Education and Development, 49, 251–260. Retrieved from: (http://www.unesco.org/education/uie/confintea/declaeng.htm
UNESCO. (2009). Confintea VI: Belém Framework for Action. Belém, Brazil. Accessed on May 25, 2011 from www.unesco.org.
United Cities and Local Governments (2013). The inclusion of indigenous women in a local participatory budgeting process. Retrieved from http://www.uclg-cisdp.org/en/observatory/inclusion-indigenous-women-local-participatory-budgeting-process
Walby, S. (2011). The future of feminism. Cambridge, UK: Malden, MA: Polity Press.
Zarzar, A.L.B., Meneses, J., & Azavedo, M. (2002). Gender and the participatory budget in Recife. BRIDGE Gender and Development in Brief, 12. Retrieved from: http://www.bridge.ids.ac.uk/dgb12.html#3
Downloads
Published
How to Cite
Issue
Section
License
Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:
- The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
- The right to be the sole publisher of the article for a period of 12 months;
- The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
- The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
- The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
- The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
- As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
- As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.
BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.
SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.
AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.
Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.
This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).
