Gender and Intersecting Inequalities in Education: Reflections on a Framework for Measurement

References

• Abu Moghli, M. 2020. “Reconceptualising Human Rights Education: From the Global to the Occupied.” International Journal of Human Rights 4 (1): 1–35.
   Google Scholar
• Adamson, L. 2021. “Language of Instruction: A Question of Disconnected Capabilities.” Comparative Education 57 (2): 187–205.
   Web of Science ®Google Scholar
• Alkire, S., F. Bastagli, T. Burchardt, D. Clark, H. Holder, S. Ibrahim, and P. J. M. E. A. F. Vizard. 2009. Developing the Equality Measurement Framework: Selecting the Indicators. December 2021. https://webarchive.nationalarchives.gov.uk/ukgwa/20100203020130/http:/www.equalityhumanrights.com/fairer-britain/equality-measurement-framework/.
   Google Scholar
• Anand, P., G. Hunter, I. Carter, K. Dowding, F. Guala, and M. Van Hees. 2009. “The Development of Capability Indicators.” Journal of Human Develoment and Capabilities 10 (1): 125–152.
   Web of Science ®Google Scholar
• Anand, P., S. Saxena, R. Gonzales Martinez, and H.-A. H. Dang. 2020. “Can Women's Self-Help Groups Contribute to Sustainable Development? Evidence of Capability Changes from Northern India.” Journal of Human Development and Capabilities 21 (2): 137–160.
   Web of Science ®Google Scholar
• Bardhan, K., and S. Klasen. 1999. “UNDP's Gender-Related Indices: A Critical Review.” World Development 27 (6): 985–1010.
   Web of Science ®Google Scholar
• Bessell, S. 2020. “The Individual Deprivation Measure: A Gender-Sensitive Approach to Multidimensional Poverty Measurement.” In How Gender Can Transform the Social Sciences, edited by M. Sawer, F. Jenkins, and K. Downing, 137–145. Cham: Palgrave Pivot.
   Google Scholar
• Bhambra, G. K. 2014. “Postcolonial and Decolonial Dialogues.” Postcolonial Studies 17 (2): 115–121.
   Google Scholar
• Biesta, G. 2020. Educational Research: An Unorthodox Introduction. London: Bloomsbury Publishing.
   Google Scholar
• Biggeri, M., and S. Mehrotra. 2011. “Child Poverty as Capability Deprivation: How to Choose Domains of Child Well-Being and Poverty.” In Children and the Capability Approach, edited by M. Biggeri, J. Ballet, and F. Comim, 46–75. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Biroli, F., and M. Caminotti. 2020. “The Conservative Backlash Against Gender in Latin America.” Politics & Gender 16(1): 1–38.
   Web of Science ®Google Scholar
• Branisa, B., S. Klasen, M. Ziegler, D. Drechsler, and J. Jütting. 2014. “The Institutional Basis of Gender Inequality: The Social Institutions and Gender Index (SIGI).” Feminist Economics 20 (2): 29–64.
   Web of Science ®Google Scholar
• Brighouse, H., H. F. Ladd, S. Loeb, and A. Swift. 2018. Educational Goods: Values, Evidence and Decision-Making. Chicago: University of Chicago Press.
   Google Scholar
• Buckler, A. 2015. Quality Teaching and the Capability Approach: Evaluating the Work and Governance of Women Teachers in Rural Sub-Saharan Africa. Abingdon: Routledge.
   Google Scholar
• Burchardt, T., and P. Vizard. 2011. “Operationalizing’ the Capability Approach as a Basis for Equality and Human Rights Monitoring in Twenty-First-Century Britain.” Journal of Human Develompent and Capabilities 12 (1): 91–119.
   Web of Science ®Google Scholar
• Butler, J. 1990. Gender Trouble. Abingdon: Routledge.
   Google Scholar
• Center for Global Development. 2020. Introducing the Girls’ Education Policy Index. Accessed 22 June 2022. https://www.cgdev.org/blog/introducing-girls-education-policy-index.
   Google Scholar
• Chiappero-Martinetti, E., and S. Venkatapuram. 2014. “The Capability Approach: A Framework for Population Studies.” African Population Studies 28 (2): 708–720. doi:10.11564/28-2-604.
   Google Scholar
• Chiappero Martinetti, E., S. Osmani, and M. Qizilbash, eds. 2021. The Cambridge Handbook of the Capability Approach. Cambridge: Cambridge University Press.
   Google Scholar
• Cin, F. M. 2017. Gender Justice, Education and Equality: Creating Capabilities for Girls’ and Women’s Development. Johannesburg: Palgrave Macmillan.
   Google Scholar
• Comim, F. 2008. “Measuring Capabilities.” In The Capability Approach: Concepts, Measures and Applications, edited by F. Comim, M. Qizilbash, and S. Alkire, 157–200. Cambridge: Cambridge University Press.
   Google Scholar
• Comim, F., M. Qizilbash, and S. Alkire. 2008. The Capability Approach: Concepts, Measures and Applications. Cambridge: Cambridge University Press.
   Google Scholar
• Cooper, D. 2019. “A Very Binary Drama: The Conceptual Struggle for Gender's Future.” King's College London Law School Research Paper (2019-34).
   Google Scholar
• Cranny-Francis, A., W. Waring, P. Stavropoulos, and J. Kirkby. 2017. Gender Studies: Terms and Debates. London: Macmillan.
   Google Scholar
• Crenshaw, K. 1989. “Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics.” The University of Chicago Legal Forum, 139-168.
   Google Scholar
• Crocker, D. A. 2009. Global Development: Agency, Capability, and Deliberative Democracy. Cambridge: Cambridge University Press.
   Google Scholar
• Curren, R., and R. M. Ryan. 2020. “Moral Self Determination: The Nature, Existence and Formation of Moral Motivation.” Journal of Moral Education 49 (3): 295–315.
   Web of Science ®Google Scholar
• Decker, A. C., and G. Baderoon. 2018. “African Feminisms: Cartographies for the Twenty-First Century.” Meridians 17 (2): 219–231.
   Web of Science ®Google Scholar
• DeJaeghere, J. 2012. “Public Debate and Dialogue from a Capabilities Approach: Can it Foster Gender Justice in Education?” Journal of Human Development and Capabilities 13 (3): 353–371.
   Web of Science ®Google Scholar
• DeJaeghere, J. 2017. Educating Entrepreneurial Citizens: Neoliberalism and Youth Livelihoods in Tanzania. London: Routledge.
   Google Scholar
• DeJaeghere, J. 2020. “Reconceptualizing Educational Capabilities: A Relational Capability Theory for Redressing Inequalities.” Journal of Human Development and Capabilities 2 (1): 17–35.
   Google Scholar
• de Paz, C., M. Muller, A. M. Munoz Boudet, and I. Gaddis. 2020. Gender Dimensions of the COVID-19 Pandemic. Washington, DC: World Bank. https://openknowledge.worldbank.org/handle/10986/33622
   Google Scholar
• Durrani, N., and A. Halai. 2020. “Gender Equality, Education, and Development: Tensions Between Global, National, and Local Policy Discourses in Postcolonial Contexts.” In Grading Goal Four, edited by A. Wulff, 65–95. Leiden: Brill Sense.
   Google Scholar
• Equal Measures. 2022. ‘Back to Normal’ is Not Enough: the 2022 SDG Gender Index (Woking: Equal Measures 2030).
   Google Scholar
• Espinoza-Delgado, J., and S. Klasen. 2018. “Gender and Multidimensional Poverty in Nicaragua: An Individual Based Approach.” World Development 110: 466–491.
   Web of Science ®Google Scholar
• European Institute for Gender Equality. 2022. Gender Equality Index. Accessed 22 June 2022. https://eige.europa.eu/gender-equality-index/about.
   Google Scholar
• Fennell, S., and M. Arnot. 2009. Gender Education and Equality in a Global Context: Conceptual Frameworks and Policy Perspectives. London: Routledge.
   Google Scholar
• Ferrant, G., Fuiret, L. and Zambrano, E. (2020). “The Social Institutions and Gender Index (SIGI) 2019: A Revised Framework for Better Advocacy.” OECD Development Centre Working Papers 342, Paris: OECD Publishing.
   Google Scholar
• Fredman, S. 2016. “Substantive Equality Revisited.” International Journal of Constitutional Law 14 (3): 712–738.
   Web of Science ®Google Scholar
• Frost, S. 2011. “The Implications of the New Materialism for Feminist Epistemology.” In Feminist Epistemology and Philosophy of Science: Power in Knowledge, edited by H. E. Grasswick, 69–83. New York: Springer.
   Google Scholar
• Fry, D., X. Fang, S. Elliott, T. Casey, X. Zheng, J. Li, L. Florian, and G. McCluskey. 2018. “The Relationships Between Violence in Childhood and Educational Outcomes: A Global Systematic Review and Meta-Analysis.” Child Abuse & Neglect 75: 6–28.
   PubMed Web of Science ®Google Scholar
• Gabizon, S. 2016. “Women’s Movements’ Engagement in the SDGs: Lessons Learned from the Women’s Major Group.” Gender & Development 24 (1): 99–110.
   Google Scholar
• Gaye, A., J. Klugman, M. Kovacevic, S. Twigg, and E. Zambrano. 2010. “Measuring key Disparities in Human Development: The Gender Inequality Index.” Human Development Research Paper, 46, 41.
   Google Scholar
• Global Partnership for Education (GPE). 2016. Gender Equality Policy and Strategy, 2016-2020. Washington, DC: Global Partnership for Education.
   Google Scholar
• Greany, K. 2012. “Education as Freedom?: A Capability-Framed Exploration of Education Conversion Among the Marginalised: The Case of Out-Migrant Karamajong Youth in Kampala.” PhD Thesis, Institute of Education, University of London.
   Google Scholar
• Greco, G. 2018. “Setting the Weights: The Women’s Capabilities Index for Malawi.” Social Indicators Research 135 (2): 457–478.
   PubMed Web of Science ®Google Scholar
• Grek, S. 2020. “Prophets, Saviours and Saints: Symbolic Governance and the Rise of a Transnational Metrological Field.” International Review of Education 66 (2): 139–166.
   Web of Science ®Google Scholar
• Grek, S., C. Maroy, and A. Verger. 2021. World Yearbook of Education 2021. Accountability and Datafication in the Governance of Education. Abingdon: Routledge.
   Google Scholar
• Guedes, A., S. Bott, C. Garcia-Moreno, and M. Colombini. 2016. “Bridging the Gaps: A Global Review of Intersections of Violence Against Women and Violence Against Children.” Global Health Action 9.
   PubMed Web of Science ®Google Scholar
• Harding, S. 2017. “Latin American Decolonial Studies: Feminist Issues.” Feminist Studies 43 (3): 624–636.
   Web of Science ®Google Scholar
• Hill Collins, P., and S. and Bilge. 2016. Intersectionality. Cambridge: Polity.
   Google Scholar
• Horner, R., and D. Hulme. 2019. “From International to Global Development: New Geographies of 21st Century Development.” Development and Change 50 (2): 347–378.
   Web of Science ®Google Scholar
• Hunt, S. 2017. The Individual Deprivation Measure: Methodology Update 2017. Melbourne: Australian National University, Canberra and International Women’s Development Agency.
   Google Scholar
• Ibrahim, S., and S. Alkire. 2007. “Agency and Empowerment: A Proposal for Internationally Comparable Indicators.” Oxford Development Studies: The Missing Dimensions of Poverty Data 35 (4): 379–403.
   Google Scholar
• International Food Policy Research Institute. 2022. Women’s Empowerment in Agriculture Index (WEAI). Accessed 22 June 2022. https://www.ifpri.org/project/weai.
   Google Scholar
• Khalid, A. 2022. “The Negotiations of Pakistani Mothers’ Agency with Structure: Towards a Research Practice of Hearing ‘Silences’ as a Strategy.” Gender and Education, 1–15. doi:10.1080/09540253.2022.2027888.
   Web of Science ®Google Scholar
• Khoja-Moolji, S. 2021. Sovereign Attachments: Masculinity, Muslimness, and Affective Politics in Pakistan. Berkeley: University of California Press.
   Google Scholar
• King, K. 2017. “Lost in Translation? The Challenge of Translating the Global Education Goal and Targets Into Global Indicators.” Compare 47 (6): 801–817.
   Web of Science ®Google Scholar
• King, E. M., and M. A. Hill. 1993. Women’s Education in Developing Countries: Barriers, Benefits and Policies. Baltimore: Johns Hopkins University Press.
   Google Scholar
• Kwachou, M. 2020. “Cameroonian Women’s Empowerment Through Higher Education: An African-Feminist and Capability Approach.” Doctoral Thesis, University of the Free State, South Africa.
   Google Scholar
• Longlands, H. 2020. Gender, Space and City Bankers. Abingdon: Routledge.
   Google Scholar
• Loots, S., and M. Walker. 2016. “A Capabilities-Based Gender Equality Policy for Higher Education: Conceptual and Methodological Considerations.” Journal of Human Development and Capabilities 17 (2): 260–277.
   Web of Science ®Google Scholar
• Lorgelly, P. K., K. Lorimer, E. A. L. Fenwick, A. H. Briggs, and P. Anand. 2015. “Operationalising the Capability Approach as an Outcome Measure in Public Health: The Development of the OCAP-18.” Social Science & Medicine 142: 68–81.
   PubMed Web of Science ®Google Scholar
• Manion, C., and F. Menashy. 2012. “The Prospects and Challenges of Reforming the World Bank’s Approach to Gender and Education: Exploring the Value of the Capability Policy Model in The Gambia.” Journal of Human Development and Capabilities 14 (2): 214–240.
   Web of Science ®Google Scholar
• Martino, W., and W. Cumming-Potvin. 2018. “Transgender and Gender Expansive Education Research, Policy and Practice: Reflecting on Epistemological and Ontological Possibilities of Bodily Becoming.” Gender and Education 30 (6): 687–694.
   Web of Science ®Google Scholar
• Maslak, M. A. 2008. The Structure and Agency of Women’s Education. Albany, NY: State University of New York Press.
   Google Scholar
• McCann, H., and W. Monaghan. 2020. Queer Theory now: From Foundations to Futures. London: Red Globe Press/ Springer.
   Google Scholar
• McCowan, T., and E. Unterhalter. 2022. Education and International Development: An Introduction (2nd edition). London: Bloomsbury.
   Google Scholar
• Merry, S. E. 2016. The Seduction of Quantification: Measuring Human Rights, Gender Violence, and Sex Trafficking. Chicago: University of Chicago Press.
   Google Scholar
• Mjaaland, T. 2021. Revolutionary Struggles and Girls’ Education: At the Frontiers of Gender Norms in North-Ethiopia. Rowman & Littlefield.
   Google Scholar
• Monkman, K. 2021. “Gender Equity in Global Education Policy.” In Oxford Research Encyclopedia of Education, edited by G. W. Noblit. Oxford: Oxford University Press (online resource).
   Google Scholar
• Nussbaum, M. 2011. Creating Capabilities. Boston: Harvard University Press.
   Google Scholar
• Nussey, C. 2019. “Adult Education, Gender and Violence in Rural KwaZulu-Natal, South Africa”. Doctoral dissertation, UCL (University College London).
   Google Scholar
• Nussey, C. 2019. Unpublished PhD thesis, University College London.
   Google Scholar
• OECD. 2022. Social Institutions and Gender Index. Accessed 22 June 2022. https://www.genderindex.org.
   Google Scholar
• Okkolin, M.-A. 2018. Education, Gender and Development: A Capabilities Perspective. Abingdon: Routledge.
   Google Scholar
• Okwuosa, M., and G. Daimond. 2021. “The “shadow pandemic”: What’s in a Narrative?” Blog post UNGEI UN: UNGEI. https://www.ungei.org/blog-post/shadow-pandemic-whats-narrative.
   Google Scholar
• Pankhurst, C. 2021. “What Do We Know About the Links Between Girls’ Education and Climate and Environment Change?” Blog post AGEE website: https://www.gendereddata.org/how-does-climate-change-relate-to-gender-equality-in-education/.
   Google Scholar
• Parkes, J. 2015. Gender Violence in Poverty Contexts: The Education Challenge. Abingdon: Routledge.
   Google Scholar
• Parkes, J., S. Datzberger, C. Howell, L. Knight, J. Kasidi, T. Kiwanuka, R. Nagawa, D. Naker, and K. Devries. 2020. “Young People, Inequality and Violence During the COVID-19 Lockdown in Uganda.” COVAC Working Paper, http://doi.org/10.31235/osf.io/2p6hx.
   Google Scholar
• Peppin Vaughan, R. 2007. “Measuring Capabilities: An Example from Girls’ Schooling.” In Sen's Capability Approach and Social Justice in Education, edited by E. Unterhalter, and M. Walker, 109–130. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Peppin Vaughan, R., and M. Walker. 2012. “Capabilities, Values and Education Policy.” Journal of Human Development and Capabilities 13 (3): 495–512.
   Web of Science ®Google Scholar
• Pereznieto, P., A. Magee, and N. Fyles. 2017. Evidence Review: Mitigating Threats to Girls’ Education in Conflict-Affected Contexts: Current Practice. New York: UNGEI and ODI.
   Google Scholar
• Plantenga, J., C. Remery, H. Figueiredo, and M. Smith. 2009. “Towards a European Union Gender Equality Index.” Journal of European Social Policy 19 (1): 19–33.
   Web of Science ®Google Scholar
• Population Council. 2022. Research: The Evidence for Gender and Education Resource. Accessed 22 June 2022. https://www.popcouncil.org/research/eger.
   Google Scholar
• Prah Ruger, J. 2018. Global Health Justice and Governance. Oxford: Oxford University Press.
   Google Scholar
• Rao, N., E. T. Lawson, W. N. Raditloaneng, D. Solomon, and M. N. Angula. 2019a. “Gendered Vulnerabilities to Climate Change: Insights from the Semi-Arid Regions of Africa and Asia.” Climate and Development 11 (1): 14–26.
   Web of Science ®Google Scholar
• Rao, N., A. Mishra, A. Prakash, C. Singh, A. Qaisrani, P. Poonacha, and C. Bedelian. 2019b. “A Qualitative Comparative Analysis of Women’s Agency and Adaptive Capacity in Climate Change Hotspots in Asia and Africa.” Nature Climate Change 9 (12): 964–971.
   Web of Science ®Google Scholar
• Richardson, R., N. Schmitz, S. Harper, and A. Nandi. 2019. “Development of a Tool to Measure Women’s Agency in India.” Journal of Human Development and Capabilities 20 (1): 26–53.
   Web of Science ®Google Scholar
• Robeyns, I. 2003. “Sen’s Capability Approach and Gender Inequality: Selecting Relevant Capabilities.” Feminist Economics 9 (2–3): 61–92.
   Web of Science ®Google Scholar
• Robeyns, I. 2017. Wellbeing, Freedom and Justice: The Capability Approach re-Examined. Cambridge: Open Book Publishers.
   Google Scholar
• Salo, E. 2001. “Talking About Feminism in Africa.” Agenda (Durban, South Africa) 16 (50): 58–63.
   Google Scholar
• Save the Children. 2020. The Global Girlhood Report. London: Save the Children. https://resourcecentre.savethechildren.net/node/18201/pdf/global_girlhood_report_2020_africa_version_2.pdf
   Google Scholar
• Scott, A., and P. Lucci. 2015. “Universality and Ambition in the Post-2015 Development Agenda: A Comparison of Global and National Targets.” Journal of International Development 27 (6): 752–775.
   Web of Science ®Google Scholar
• Sen, A. 1999. Development as Freedom. New York: Alfred Knopf.
   Google Scholar
• Sen, A. 2011. Peace and Democratic Society. Cambridge: Open Book Publishers.
   Google Scholar
• Sen, G., and A. Mukherjee. 2014. “No Empowerment Without Rights, No Rights Without Politics: Gender-Equality, MDGs and the Post-2015 Development Agenda.” Journal of Human Development and Capabilities 15 (2-3): 188–202.
   Web of Science ®Google Scholar
• Sperling, G., and R. Winthrop. 2015. What Works in Girls’ Education: Evidence for the World’s Best Investment. Washington, DC: Brookings Institution Press.
   Google Scholar
• Stromquist, N. 1995. “Romancing the State: Gender and Power in Education.” Comparative Education Review 39 (4): 423–454.
   Web of Science ®Google Scholar
• Stromquist, N. P., S. J. Klees, and J. Lin. 2017. Women Teachers in Africa: Challenges and Possibilities. New York: Taylor & Francis.
   Google Scholar
• Tao, S. 2019. “Female Teachers in Tanzania: An Analysis of Gender, Poverty and Constrained Capabilities.” Gender and Education 31 (7): 903–919.
   Web of Science ®Google Scholar
• Tisdell, C., K. Roy, and A. Ghose. 2001. “A Critical Note on UNDP's Gender Inequality Indices.” Journal of Contemporary Asia 31 (3): 385–399.
   Web of Science ®Google Scholar
• UNDP. 2022. Gender Inequality Index. Accessed 22 June 2022. https://hdr.undp.org/data-center/thematic-composite-indices/gender-inequality-index#/indicies/GII.
   Google Scholar
• UNESCO. 2004. “Gender and Education for All: The Leap to Equality.” EFA Global Monitoring Report. Paris: UNESCO.
   Google Scholar
• UNESCO. 2010. “Reaching the Marginalized.” EFA Global Monitoring Report. Paris: UNESCO.
   Google Scholar
• UNESCO. 2015a. ‘Gender and EFA 2000-2015: Achievements and Challenges.” EFA Global Education Monitoring Report. Paris: UNESCO.
   Google Scholar
• UNESCO. 2017. “Accountability in Education: Meeting Our Commitments.” Global Education Monitoring Report 2017/18. Paris: UNESCO.
   Google Scholar
• UNESCO. 2018a. “Migration, Displacement and Education.” Global Education Monitoring Report. Paris: UNESCO.
   Google Scholar
• UNESCO. 2018b. ‘Meeting Our Commitments to Gender Equality in Education.” Global Education Monitoring Report Gender Review. Paris: UNESCO.
   Google Scholar
• UNESCO. 2018c. Education and Gender Equality. Accessed 3 March 2021. https://en.unesco.org/themes/women-s-and-girls-education.
   Google Scholar
• UNESCO. 2019. “Migration, Displacement and Education.” Global Education Monitoring Report. Paris: UNESCO.
   Google Scholar
• UNESCO. 2020. “A New Generation: 25 Years of Efforts for Gender Equality in Education.” Global Education Monitoring Report Gender Review. Paris: UNESCO.
   Google Scholar
• UNESCO. 2021. When Schools Shut: Gendered Impact of COVID 19 School Closures. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379270).
   Google Scholar
• UNESCO. 2022a. Evidence on the Gendered Impacts of Extended School Closures: A Systematic Review. Paris: UNESCO.
   Google Scholar
• UNESCO. 2022b. Global Education Monitoring Report: World Inequality Database on Education. Accessed 22 June 2022. https://www.education-inequalities.org.
   Google Scholar
• UNESCO. 2022c. Global Education Monitoring Report: PEER. Accessed 22 June 2022. https://education-profiles.org.
   Google Scholar
• UNESCO. 2022d. Global Education Monitoring Report: PEER. Accessed 22. June 2022 https://education-profiles.org.
   Google Scholar
• UNGEI. 2018. UNGEI Strategic Directions, 2018-2023. New York: UN Girls Education Initiative. https://www.ungei.org/sites/default/files/2020-08/UNGEI-Strategic-Directions-2018-2023-plan-eng.pdf.
   Google Scholar
• UNICEF. 2014. Hidden in Plain Sight: A Statistical Analysis of Violence Against Children. New York: UNICEF.
   Google Scholar
• UNICEF. 2022. Gender Transformative Education: Reimagining Education for a More Just and Inclusive World. New York: UNICEF.
   Google Scholar
• United Nations. 2015. Transforming our World: The 2030 Agenda for Sustainable Development. New York: United Nations.
   Google Scholar
• United Nations. 2020a. “SDG Indicators: Global Indicator Framework for the Sustainable Development Goals and Targets of the 2030 Agenda for Sustainable Development.” Accessed 14 December 2020. https://unstats.un.org/sdgs/indicators/indicators-list/.
   Google Scholar
• United Nations. 2020b. “IAEG-SDGs: Tier Classification for Global SDG Indicators”. Accessed 14 December 2020. https://unstats.un.org/sdgs/iaeg-sdgs/tier-classification/.
   Google Scholar
• University of Oxford. 2022. RISE. Accessed 22 June 2022. https://riseprogramme.org.
   Google Scholar
• Unterhalter, E. 2005. “Fragmented Frameworks: Researching Women, Gender, Education and Development.” In Beyond Access: Developing Gender Equality in Education, edited by S. Aikman, and E. Unterhalter, 15–35. Oxford: Oxfam Publishing.
   Google Scholar
• Unterhalter, E. 2014. “Measuring Education for the Millennium Development Goals: Reflections on Targets, Indicators, and a Post-2015 Framework.” Journal of Human Development and Capabilities 15 (2-3): 176–187.
   Web of Science ®Google Scholar
• Unterhalter, E. 2015. “Measuring Gender Inequality and Equality in Education.” Concept Note for UNGEI Workshop, London & New York: UN Girls Education Initiative.
   Google Scholar
• Unterhalter, E. 2016. “Gender and Education in the Global Polity.” In Handbook of Global Education Policy, edited by K. Mundy, A. Green, B. Lingaard, and A. Verger, 111–127. New York: Wiley.
   Google Scholar
• Unterhalter, E. 2017a. “Negative Capability? Measuring the Unmeasurable in Education.” Comparative Education 53 (1): 1–16.
   Web of Science ®Google Scholar
• Unterhalter, E. 2017b. “A Review of Public Private Partnerships Around Girls’ Education in Developing Countries: Flicking Gender Equality on and Off’.” Journal of International and Comparative Social Policy 33 (2): 181–199.
   Google Scholar
• Unterhalter, E. 2018. “Silences, Stereotypes and Local Selection: Reflections for the SDGs on Some Experiences with the MDGs and EFA.” In Global Education Policy and International Development: New Agendas, Issues and Policies (2nd Edition), edited by A. Verger, M. Novelli, and H. Altinyelken, 75–96. London: Bloomsbury.
   Google Scholar
• Unterhalter, E. 2019. “The Many Meanings of Quality Education: Politics of Targets and Indicators in SDG 4.” Global Policy 10: 39–51.
   Web of Science ®Google Scholar
• Unterhalter, E. 2021. “Addressing Intersecting Inequalities in Education.” In Education and International Development: An Introduction (2nd edition), edited by T. McCowan, and E. Unterhalter, 19–38. London: Bloomsbury.
   Google Scholar
• Unterhalter, E., C. Howell, and J. Parkes. 2019. Achieving Gender Equality in and Through Education. Washington: Global Partnership for Education. https://www.globalpartnership.org/content/achieving-gender-equality-and-through-education-knowledge-and-innovation-exchange-kix-discussion-paper.
   Google Scholar
• Unterhalter, E., and A. North. 2017. Education, Poverty and Global Goals for Gender Equality: How People Make Policy Happen. Abingdon: Routledge.
   Google Scholar
• Unterhalter, E., A. North, M. Arnot, C. Lloyd, R. Moletsane, E. Murphy-Graham, J. Parkes, and M. Saito. 2014. Girls’ Education and Gender Equality: Education Rigorous Literature Review. London: DfID.
   Google Scholar
• Unterhalter, E., L. Robinson, and M. Ron Balsera. 2020. ‘The Politics, Policies and Practices of Intersectionality: Making Gender Equality Inclusive and Equitable in and Through Education.” Background Paper prepared for the UNESCO Global Education Monitoring Report 2020. Paris: UNESCO.
   Google Scholar
• UN Women. 2020. COVID-19 and the Care Economy: Immediate Action and Structural Transformation for a Gender-Responsive Recovery. New York: UN Women.
   Google Scholar
• UN Women. 2021. G7 Working Group on Education Recommendations to Action Coalition Leaders. New York: UN Women. https://forum.generationequality.org/sites/default/files/2021-01/G7%20Working%20Group%20on%20Education%20-%20papers%20on%20Action%20Coalitions.pdf.
   Google Scholar
• Vos, R., and J. Ballet. 2018. “Formal Education, Well-Being and Aspirations: A Capability-Based Analysis on High School Pupils from France.” In New Frontiers of the Capability Approach, edited by F. Comim, S. Fennell, and P. B. Anand, 549–570. Cambridge: Cambridge University Press.
   Google Scholar
• Waghid, Y., F. Waghid, and Z. Waghid. 2018. Rupturing African Philosophy on Teaching and Learning: Ubuntu, Justice and Education. London: Palgrave Macmillan.
   Google Scholar
• Walker, M. 2018. “Aspirations and Equality in Higher Education: Gender in a South African University.” Cambridge Journal of Education 48 (1): 123–139.
   Web of Science ®Google Scholar
• Wilson-Strydom, M., and M. A. Okkolin. 2016. “Enabling Environments for Equity, Access and Quality Education Post-2015: Lessons from South Africa and Tanzania.” International Journal of Educational Development 49: 225–233.
   Web of Science ®Google Scholar
• World Bank. 2022. Human Capital Project: 2020 Human Capital Index. Accessed 22 June 2022. https://www.worldbank.org/en/publication/human-capital.
   Google Scholar
• World Economic Forum. 2021. Global Gender Gap Report 2021. Accessed 22 June 2022. https://www.weforum.org/reports/global-gender-gap-report-2021/.
   Google Scholar
• Wulff, A., ed. 2020. Grading Goal Four: Tensions, Threats and Opportunities in the Sustainable Development Goal on Quality Education. Leiden: Brill Publishers.
   Google Scholar
• Yousefzadeh, S., M. Biggeri, C. Arciprete, and H. Haisma. 2019. “A Capability Approach to Child Growth.” Child Indicators Research 12 (2): 711–731.
   Web of Science ®Google Scholar
• Yuval-Davis, N. 2006. “Intersectionality and Feminist Politics.” European Journal of Women’s Studies 13 (3): 193–209.
   Web of Science ®Google Scholar
• Żuk, P., and P. Żuk. 2020. “‘Murderers of the Unborn’ and ‘Sexual Degenerates’: Analysis of the ‘Anti-Gender’ Discourse of the Catholic Church and the Nationalist Right in Poland.” Critical Discourse Studies 17 (5): 566–588.
   Web of Science ®Google Scholar