Introduction: Conceptualising Gender Justice
| dc.contributor.author | Cin, Firdevs Melis | |
| dc.date.accessioned | 2020-11-21T15:54:35Z | |
| dc.date.available | 2020-11-21T15:54:35Z | |
| dc.date.issued | 2017 | en_US |
| dc.department | İstanbul Ticaret Üniversitesi | en_US |
| dc.description.abstract | The introduction sets the scene for the study and briefly presents the rationale and aims of the book. It focuses on current debates on gender, education and development, and problematises the contested definitions of gender justice, drawing on the work of Naila Kabeer, Nelly Stromquist and Ramya Subrahmanian to develop a conception of empowerment in relation to gender and social justice literature, and presents an overview of the capabilities approach. Then, it introduces the Turkish context in relation to issues of gender and education and teases out how the capabilities approach coupled with feminist theories can offer a better understanding of gender and education in Turkey and be used to make recommendations to policy-makers in order to improve social and educational policies. Lastly, a short overview of feminist methodology on ways to reach women’s voices is presented and the key arguments that unfold in the book are stated and explained. © 2017, The Author(s). | en_US |
| dc.description.sponsorship | UNICEF -- The main concern of Turkey in relation to gender equality has been gender parity. The Ministry of National Education (MoNE) has launched various campaigns to expand girls’ education, to increase the number of girls at secondary and primary schools and to achieve numerical equality in educa- tion. These campaigns have mostly focused on Eastern Turkey, which is the least economically and socially developed region of Turkey. Campaigns have been initiated in collaboration with the World Bank, UNICEF and the EU, but they are also supported by powerful government educational policies and legislation. 1 For instance, the Social Assistance and Solidarity Fund (SYDF) of monthly conditional cash transfers (CTT) under the World Bank project of Social Risk Mitigation; and The Girls Education Campaign, launched in 2003 with the collaboration of the MoNE and UNICEF; whereas government policies have been aimed at distributing free textbooks; door-to-door campaigns visiting every household to persuade fathers to permit their daughters to attend school; imams giving Friday sermons stressing the importance of girls’ schooling; and the support of electronic and print media through publications and the broadcast of free spots on the significance of girls’ education. In addition to these policies, national campaigns such as ‘Snowdrops’, ‘Daddy, Send Me to School’, and ‘I have a daughter in Anatolia and she will be a teacher’ were influential in increasing girls’ schooling and enrolment. The ‘Project for Increasing Enrolment Rates, Especially For Girls’, introduced by MoNE, was launched to enhance investment in human capital by increasing girls’ enrolment rates and improving the links between education and the labour market (Velibeyoglu 2013 ). The project aims to decrease the dropout rates in primary and secondary education and increase vocational school enrolment rates to increase the existing labour force. Lastly, the ‘Promoting Gender Equality in Education Project’ was launched by MoNE in 2015 to promote gender equality in schools and to increase the awareness of gender equality among students, parents and teaching and non-teaching staff. -- -- | en_US |
| dc.identifier.doi | 10.1007/978-3-319-39104-5_1 | en_US |
| dc.identifier.endpage | 18 | en_US |
| dc.identifier.issn | 2524-6445 | |
| dc.identifier.scopus | 2-s2.0-85065823210 | en_US |
| dc.identifier.scopusquality | N/A | en_US |
| dc.identifier.startpage | 1 | en_US |
| dc.identifier.uri | https://doi.org/10.1007/978-3-319-39104-5_1 | |
| dc.identifier.uri | https://hdl.handle.net/11467/3859 | |
| dc.identifier.wos | WOS:000417091400001 | en_US |
| dc.identifier.wosquality | N/A | en_US |
| dc.indekslendigikaynak | Web of Science | en_US |
| dc.indekslendigikaynak | Scopus | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Palgrave Macmillan | en_US |
| dc.relation.ispartof | Palgrave Studies in Gender and Education | en_US |
| dc.relation.publicationcategory | Kitap Bölümü - Uluslararası | en_US |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.subject | Capability Approach | en_US |
| dc.subject | Enrolment Rate | en_US |
| dc.subject | Gender Equality | en_US |
| dc.subject | Gender Inequality | en_US |
| dc.subject | Human Capital Theory | en_US |
| dc.title | Introduction: Conceptualising Gender Justice | en_US |
| dc.type | Book Chapter | en_US |
