Gender Mainstreaming: myths and measurement in higher education in Ghana and Tanzania

Morley raises key concerns on gender mainstreaming, some of which include the way in which women are constructed as a unified analytical category, and how gender equality is frequently reduced to issues of representation. Morley's article also critically interrogates how gender mainstreaming initiatives can be undermined by sexist practices such as sexual harassment. Focusing on higher education, Morley draws on empirical data from the research project ‰Û÷Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard.' Morley calls for intersectional analyses and argues that mainstreaming needs to go beyond access and representation and address feminist concerns with the way in which gendered power and privilege are enacted in everyday social relations in higher education institutions.

Citation: 
Morley, L. 2010. ‰ÛÏGender Mainstreaming: myths and measurement in higher education in Ghana and Tanzania.‰Û Compare: A Journal of Comparative and International Education 40 (4):533-550.
Year: 
2010
Media Type: 
Journal Article
Geographic Focus: 

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