Power, Gender, and Social Change in Africa
Gender plays a hugely significant and too often under-considered role in predicting how accessible resources such as education, wage-based employment, physical and mental health care, adequate nutrition and housing will be to an individual or community.
According to a 2001 World Bank report titled Engendering DevelopmentThrough Gender Equality in Rights, Resources, and Voice, enormous disparities exist between men and women in terms of basic rights and the power to determine the future, both in Africa and around the globe. A better understanding of the links between gender, public policy and development outcomes would allow for more effective policy formulation and implementation at many levels. This book, through its discussion of the challenges, achievements and lessons learned in efforts to attain gender equality, sheds light on these important issues.
The book contains chapters from an interdisciplinary group of scholars, including sociologists, economists, political scientists, scholars of law, anthropologists, historians and others. The work includes analysis of strategic gender initiatives, case studies, research, and policies as well as conceptual and theoretical pieces.
With its format of ideas, resources and recorded experiences as well as theoretical models and best practices, the book is an important contribution to academic and political discourse on the intricate links between gender, power, and social change in Africa and around the world.
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African Women Scholars and Transnational Feminist Networks Transnational
feminist movements and networks can be discussed within the context of the
social movements ' literature , where social movements are defined as “
The challenge for feminist ethnographers is to develop ways to work from an
African - centered framework for knowledge generation toward the fruitful
application of that knowledge into the social , political and cultural terrains where
Before the 1970s , the social policies of postcolonial African states largely
reflected their aspirations to modernize along Western lines , introducing foreign
social institutions , including education , to displace much of what was seen as
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