Gender structure and women’s agency: toward greater theoretical understanding of education for transformation

References

• Almond, G. A., & Verba, S. (1963). The civic culture: Political attitudes and democracy in five nations. Princeton, NJ: Princeton University Press.
   Google Scholar
• Alvarez, S. (1998). Latin American feminisms ‘go global’: Trends of the 1990s and challenges for the new millennium. In S. Alvarez, E. Dagnino, & A. Escobar (Eds.), Culture of politics. Politics of culture: Revisioning Latin American social movements (pp. 293–324). Boulder, CO: Westview Press.
   Google Scholar
• Arnove, R., & Christina, R. (2002). NGO-state relations: An argument in favor of the state and complementarity of efforts. Current Issues in Comparative Education, 1, 46–48.
   Google Scholar
• Blackmore, J., & Kenway, J. (Eds.). (1993). Gender matters in educational administration and policy: A feminist introduction. London: Falmer Press.
   Google Scholar
• Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York, NY: Routledge.
   Google Scholar
• Byrnes, A., & Freeman, M. (2012). The impact of the CEDAW convention. Paths to equality. UNSW Law Research Paper 2012-7. Sydney: University of New South Wales Faculty of Law.
   Google Scholar
• Casey, C. (2006). A knowledge economy and a learning society: A comparative analysis of New Zealand and Australian experiences. Compare, 36, 343–357.
   Google Scholar
• Castells, M. (1997). The power of identity. Malden, MA: Blackwell.
   Google Scholar
• Clark, C., & Miller, J. (2013). Key factors shaping an enabling environment for women’s rights organisations. In CIVICUS (Ed.), State of civil society 2013: Creating an enabling environment (pp. 244–255). Johannesburg: CIVICUS [World Alliance for Citizen Participation].
   Google Scholar
• Coe, A.-B. (2013). Inconsistency in policy elites’ support for movement claims: Feminist advocacy in two regions of Peru. Research in Social Movements, Conflicts and Change, 36, 107–132. doi:10.1108/S0163-786X(2013)000003600710.1108/rsmcc
   Google Scholar
• Dei, G. S., Asgharzadeh, A., Bahador, S. E., & Shahjahan, R. A. (2006). Schooling and difference in Africa. Democratic challenges in a contemporary context. Toronto: University of Toronto Press.
   Google Scholar
• Desai, V. (2005). NGOs, gender mainstreaming and urban poor communities in Mumbai. Gender and Development, 13, 90–98.10.1080/13552070512331332290
   Google Scholar
• Ebrahim, A. (2003). NGOs and organizational change: Discourse, reporting, and learning. Cambridge: Cambridge University Press.10.1017/CBO9780511488566
   Google Scholar
• Edwards, M., & Hulme, D. (1996). Too close for comfort? The impact of official aid on nongovernmental organizations. World Development, 26, 961–973.10.1016/0305-750X(96)00019-8
   Web of Science ®Google Scholar
• Ferree, M. M., & Mueller, C. M. (2004). Feminism and the women’s movement: A global perspective. In D. A. Snow, S. A. Soule, & H. Kriesi (Eds.), The Blackwell companion to social movements (pp. 576–608). London: Blackwell.
   Google Scholar
• Foley, G. (1999a). Learning in social action. A contribution to understanding informal education. London: Zed Books.
   Google Scholar
• Foley, G. (1999b). The neighborhood house: Site of struggle, site of learning. In G. Foley (Ed.), Learning in social action. A contribution to understanding informal education (pp. 47–65). London: Zed Books.
   Google Scholar
• Foley, G. (Ed.). (2004). Dimensions of adult learning. Adult education and training in a global era. Sydney: Allen & Unwin.
   Google Scholar
• Fraser, N. (2005). Transnationalizing the political sphere. Retrieved from www.http:11republicart.net/dis/publicum/fraser01_en.pdf
   Google Scholar
• Fraser, N. (2007). Feminist politics in the age of recognition: A two-dimensional approach to social justice. Studies in Social Justice, 1, 23–35.
   Google Scholar
• Fraser, N. (2009). Scales of justice. New York, NY: Columbia University Press.
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
   Google Scholar
• Hickling-Hudson, A. (2013). Beyond schooling: Adult education in postcolonial societies. In R. Arnove, C. Torres, & S. Franz (Eds.), Comparative education: The dialectic of the global and the local (pp. 223–245). Lanham: Rowan and Littlefield.
   Google Scholar
• ICAE. (2003). Agenda for the future. Six years later. ICAE Report. Montevideo: ICAE, UNESCO Institute for Education, Sida, and International Institute for Cooperation of the German Adult Education Association.
   Google Scholar
• ICAE. (2012, June 4–12). Global discussion on achievements, challenges, and the future of EFA to reach EFA targets of 2015 and shape post-2015 international education agenda. Internet global exchange organized by the International Council on Adult Education.
   Google Scholar
• ICAE (2013). Agenda for the future: Six years later. Montevideo: Author.
   Google Scholar
• Kamat, S. (2003). The NGO phenomenon and political culture in the third world. Society for International Development, 46, 88–93.
   Google Scholar
• Kamat, S. (2004). The privatization of public interest: Theorizing NGO discourses in a neoliberal era. Review of International Political Economy, 11, 155–176.10.1080/0969229042000179794
   Web of Science ®Google Scholar
• Lang, S. (2013). NGOs, civil society, and the public sphere. Cambridge: Cambridge University Press.
   Google Scholar
• Lebon, N. (2010). Introduction. In E. Maier & N. Lebon (Eds.), Women’s activism in Latin America and the Caribbean. engendering social justice, democratizing citizenship (pp. 3–25). New Brunswick, NJ: Rutgers University Press.
   Google Scholar
• Levin, H. (1992). Effective schools in comparative focus. In R. Arnove, P. Altbach, & G. Kelly (Eds.), Emergent issues in education (pp. 229–248). Albany, NY: SUNY Press.
   Google Scholar
• Lynch, M., Render, S., & Towney, M. (2012). Asking for help in the Americas: The importance of needs, efficacy, and political engagement. AmericasBarometer Insights, 1–9.
   Google Scholar
• Medel-Añonuevo, C., & Bernhardt, A. (2011). Sustaining advocacy and action on women’s participation and gender equality in adult education. International Review of Education, 57, 57–68.10.1007/s11159-011-9212-1
   Google Scholar
• Melucci, A. (1989). Nomads of the present. Social movements and individual needs in contemporary society. Philadelphia, PA: Temple University Press.
   Google Scholar
• Miller, A. (1994). Contemporary cultural theory. London: UCL Press.
   Google Scholar
• Molyneux, M. (1985). Mobilization without emancipation? Women’s interests, the state, and revolution in Nicaragua. Feminist Studies, 11, 227–254.10.2307/3177922
   Web of Science ®Google Scholar
• Pateman, C. (1988). The sexual contract. Stanford: Stanford University Press.
   Google Scholar
• Phillips, A. (1998). Feminism and politics. Oxford: Oxford University Press.
   Google Scholar
• PNUD. (2013). Cuánto Hemos Avanzado? Un Análisis de la Participación Política de las Mujeres en los Gobiernos Subnacionales en América Latina y el Caribe [How much have we advanced? An analysis of women's political participation in subnational governments in Latin America and the Caribbean]. Panama: Centro Regional para America Latina y el Caribe, PNUD.
   Google Scholar
• Polletta, F. (2008). Culture and movements. The Annals of the American Academy of Political and Social Science, 619, 78–96.10.1177/0002716208320042
   Web of Science ®Google Scholar
• Reilly, N. (2007). Seeking gender justice in post-conflict transitions. Towards a transformative women’s rights approach. International Journal of Law in Context, 3, 155–172.
   Google Scholar
• Ridgeway, C. (2011). Framed by Gender: How gender inequality persists in the modern world. New York, NY: Oxford University Press.10.1093/acprof:oso/9780199755776.001.0001
   Google Scholar
• Santos, B. (2008). The world social forum and the global left. Politics & Society, 36, 247–270. doi:10.1177/0032329208316571
   Web of Science ®Google Scholar
• Sethi, R. (2006). Grass-roots NGOs by women and for women: The driving force of development in India. New Delhi: Sage.
   Google Scholar
• Sewell, W. H. (1992). A theory of structure: Duality, agency, and transformation. American Journal of Sociology, 98(1), 1–29.10.1086/ajs.1992.98.issue-1
   Web of Science ®Google Scholar
• Stromquist, N. P. (2002). Literacy and gender: When research and policy collide. Journal of Educational Planning and Administration, 16, 151–173.
   Google Scholar
• Stromquist, N. P. (2007). Feminist organizations and social transformation in Latin America. Boulder, CO: Paradigm Publishers.
   Google Scholar
• Stromquist, N. P. (2008). Adult learning and the politics of change: Feminist organization and educational action in Latin America. In S. Fennell & M. Arnot (Eds.), Gender education and equality in a global context (pp. 211–224). New York, NY: Routledge.
   Google Scholar
• Stromquist, N. P. (2013). Education policies for gender equity: Probing into state responses. Education Policy Analysis Archives, 21. Retrieved from http://epaa.asu.edu/ojs/article/view/1338
   Google Scholar
• Subramaniam, M. (2008). Social capital, civil society and education for all: A gendered lens. In S. Fennell & M. Arnot (Eds.), Gender education and equality in a global context (pp. 67–84). New York, NY: Routledge.
   Google Scholar
• Sutton, M., & Arnove, R. (2004). Civil society or shadow state? State/NGO relations in education. Charlotte: Information Age Publishing.
   Google Scholar
• Takhar, S. (2013). Gender, ethnicity, and political agency. South Asian Women Organizing. New York, NY: Routledge.
   Google Scholar
• Tarrés, M. A. (2010). New challenges in feminist practice: The women’s institutes in Mexico. In E. Maier, & N. Lebon (Eds.), Women’s activism in Latin America and the Caribbean. Engendering social justice, democratizing citizenship (pp. 236–254). New Brunswick, NJ: Rutgers University Press.
   Google Scholar
• Tarrow, S. (1995). State and opportunities: The Political structuring of social movements. In D. McAdam, J. McCarthy, & M. Zeld (Eds.), Comparative perspectives on social movements (pp. 41–61). Cambridge: Cambridge University Press.
   Google Scholar
• Tarrow, S. (1998). Power in movement (2nd ed.). Cambridge: Cambridge University Press.10.1017/CBO9780511813245
   Google Scholar
• Torres, C. A. (2011). Dancing on the deck of the Titanic? Adult education, the nation-state, and new social movements. International Review of Education, 57, 39–55.10.1007/s11159-011-9193-0
   Google Scholar
• Tripp, A. M. (2010). Toward a comparative politics of gender research in which women matter. Perspectives on Politics, 8, 191–198.10.1017/S1537592709992763
   Web of Science ®Google Scholar
• UIS. (2010). Adult and youth literacy: Trends in gender parity. UIS fact sheet No. 3. Montreal: UNESCO Institute for Statistics.
   Google Scholar
• UN. (2013). A new global partnership: Eradicate poverty and transform economies through sustainable development. The report of the high-level panel of eminent persons on the post-2015 development agenda. New York, NY: Author.
   Google Scholar
• UNDP. (2012). Powerful synergies. Gender equality, economic development and environmental sustainability. New York, NY: Author.
   Google Scholar
• Valdés, A. (2000). Leadership training: Transformations and transgressions. In R. Cortina & N. P. Stromquist (Eds.), Distant alliances: Promoting education for girls and women in Latin America (pp. 151–164). New York, NY: Taylor & Francis.
   Google Scholar
• Weldon, L. (2011). Perspectives against interests: Sketch of a feminist political theory of “women”. Politics & Gender, 7, 441–445.
   Web of Science ®Google Scholar
• Women’s Resource Centre (2008, April). The state of the women’s NGO sector. Shadow report submitted to the UN CEDAW in response to the UK’s 6th periodic report. London: Women’s Resource Centre.
   Google Scholar
• Woodroffe, J. (2012, July 12). Gender equality and the pos-2015 framework. Gender & Development Network. Briefings 3.
   Google Scholar
• Young, I. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.
   Google Scholar