Feminism and Adult Education: The Nexus of Policy, Practice, and Payment

Authors

  • Leona English, Catherine J. Irving

Keywords:

adult education, feminism, policy, UNESCO, feminist organizations

Abstract

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.

Author Biography

Leona English, Catherine J. Irving

Professor 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

2015-03-30

How to Cite

Catherine J. Irving, L. E. (2015). Feminism and Adult Education: The Nexus of Policy, Practice, and Payment. Canadian Journal for the Study of Adult Education, 27(2 SE), 1–15. Retrieved from https://cjsae.library.dal.ca/index.php/cjsae/article/view/3415