UIE Studies 5 • 1995
Women, Education and Empowerment:
Pathways towards Autonomy
edited by Carolyn Medel-Anonuevo
Report of the International Seminar held at UIE, Hamburg, 27 January - 2 February 1993
With contributions from: Namtip Aksornkool • Anita Digheu Jenny Horsmann • Lucita Lazo • Carolyn Medel-Anonuevo and Bettina Bochynek • Nelly P. Stromquist • Miryan Zuñiga
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TABLE OF CONTENTS
Preface The International Seminar on Women's Education and Empowerment Carolyn Medel-Anonuevo and Bettina Bochynek The Theoretical and Practical Bases for Empowerment Nelly P. Stromquist Some Reflections on the Empowerment of Women Lucita Lazo Women's Literacy and Empowerment: The Nellore Experience Anita Dighe The Organization of American States Multinational Project on Education and Work; An Experience of Popular Education for Women's Empowerment in Colombia Miryan Zuniga E. Educate to Empower Namtip Aksornkool Thinking about Women and Literacy: Support and Challenge Jenny Horsman List of Participants of the Seminar
As women's education has become one of the key development objectives in the nineties, it is crucial to examine the assumptions under which policies, programmes and projects are formulated towards this goal. More recently, the concept of empowerment has been tied to the range of activities undertaken by and for women in different areas, education included. In all these, a related question is: From what and whose perspective are we going to evaluate such assumptions and its empowering outcomes? The International Seminar on Women's Education and Empowerment was convened by the UNESCO Institute for Education (UIE) together with the Principal Regional Office for Asia and Pacific (PROAP) precisely to look into these issues by gathering women educators and researchers from diverse socio-cultural backgrounds to collectively examine the different education practices and their theoretical implications for empowering women. At several instances during the seminar, it was evident that there were similarities in the conditions of women's education in the different parts of the world, e.g. stereotyping in the formal education system which further reinforces the traditional gender roles. On the other hand, it was also pointed out that one should not gloss over the differences of the conditions of women as a result of specific economic, political or socio-cultural factors. As the participants summed up the similarities and differences, it was clear in our discussions that it is critical that the women's perspective be taken as the reference point for evaluating the effectiveness of educational policies, programmes and projects. As such a women's perspective is continuously evolving, it is imperative that this be clarified at certain points so that the...
The question is: what types of arguments can one use to gain policy makers 's support? Elson (Depthnews 1992) is doubtful about the wisdom of the prevalent practice of the attempt to fit the women 's agenda into the overall development process
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