¿Por qué se invisibiliza a las niñas y las mujeres en la educación? ¿Es la educación un mecanismo de reproducción de desigualdades y de socialización de género? ¿Qué educación para qué desarrollo se globaliza? ¿Quién se beneficia de las desigualdades en el desarrollo y en África? Estas cuestiones, entre otras, reflejan la inquietud por las desigualdades entre hombres y mujeres presentes en la sociedad y están en el inicio de esta investigación doctoral. Además, implican un posicionamiento concreto al analizar los mecanismos culturales y sociales que normalizan las desigualdades de género -el sistema patriarcal- con una mirada feminista, africana y postcolonial.En este estudio, las desigualdades de género son detectadas y analizadas en un contexto centrado en el estado de la educación en Mozambique, bajo una mirada de género, africana y crítica.Ante las evidencias de desigualdad e invisibilidad de las mujeres y niñas en la educación de este país, y siendo coherentes con el convencimiento de que la educación puede favorecer la libertad y el empoderamiento de las personas y, en especial, de las mujeres africanas y mozambicanas; esta Tesis tiene como finalidad de-construir los imaginarios patriarcales que normalizan las desigualdades de género, para repensar la educación bajo una mirada feminista, africana y postcolonial y proponer actuaciones consistentes con estos planteamientos. Teniendo como meta proponer actuaciones orientadas a desmontar un sistema basado en los privilegios de lo masculino sobre lo femenino, la investigación tiene entre sus principales objetivos: descolonizar y repensar el desarrollo y la educación en clave feminista; definir una perspectiva de género educativa que sirva como alternativa a la educación dominante; proponer la interseccionalidad de las diversas dimensiones de la desigualdad; y buscar la conexión entre el saber educativo-formal y los conocimientos sociales-feministas. Para lograr tales objetivos se lleva a cabo una investigación en clave humanista e integradora de las subjetividades culturales; habiéndose diseñado como una etnografía crítica respetuosa con los principios de las epistemologías del Sur. Este diseño investigador se divide en: primera fase, corresponde al estudio del estado de la educación de las niñas en Mozambique; segunda fase, conecta este análisis de la educación con la construcción del estado de la cuestión como resultado de un amplio estudio documental y bibliográfico, vinculando los tres ejes principales de estudio (feminismos africanos- cooperación al desarrollo- pedagogía emancipadora); y tercera fase, incorpora bajo una mirada de género nuevas informaciones procedentes de la consulta a un grupo de profesorado y a diversas mujeres activas en la sociedad civil mozambicana.La conexión de los tres ejes de estudio permite construir los aportes fundamentales de la Tesis, entre los que cabe destacar: la re-construcción desde lo subalterno de una pedagogía que no sea reproductora de los imaginarios dominantes de la desigualdad.Este aporte se genera a partir de un enfoque de género africano y postcolonial que tiene en cuenta: las necesidades y los intereses estratégicos de género; la interseccionalidad de las diferencias y las dimensiones de la desigualdad; y la construcción de acciones socio-educativas que trasciendan las limitaciones de la educación formal-escolar, buscando la interrelación de lo escolar con la participación y la acción comunitaria.Como principal contribución, desde el compromiso con una educación que sea garante de derechos, empodere, reconozca saberes y haga visible la autoridad de niñas y mujeres en África, y desde el reconocimiento de la diferencia para la construcción de un desarrollo en clave feminista y basado en los derechos humanos; esta Tesis propone claves de acción para desarrollar una educación que tenga en cuenta el género y convierta al profesorado y su formación en elementos estratégicos de dicha lucha.

This Child-Friendly Schools (CFS) Manual was developed during three-and-a-half years of continuous work, involving the United Nations Children's Fund education staff and specialists from partner agencies working on quality education. It benefits from fieldwork in 155 countries and territories, evaluations carried out by the Regional Offices and desk reviews conducted by headquarters in New York. The manual is a part of a total resource package that includes an e-learning package for capacity-building in the use of CFS models and a collection of field case studies to illustrate the state of the art in child-friendly schools in a variety of settings.

Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach

The North American Mosaic has four overarching features. First, it is, to the extent feasible, based on comparable information on the status and trends of major indicators of the state of the environment in Canada,Mexico, and the United States. Second, the report confirms that these three countries together make up an incredibly complex, dynamic, and interconnected ecosystem in which humans play a dominant and decisive role. Third, the report raises important and sometimes disquieting questions concerning the sustainability of some current trends. Finally, the report is a reminder that our economic, social, and physical well-being are utterly dependent on the life-sustaining services provided by nature. This report emphasizes the importance of developing mutually compatible economic, social, and environmental goals and policies across the three-country region.

In The Equality Illusion, 'the most influential young feminist in the country' ( Guardian) and UK Feminista founder Kat Banyard argues passionately and articulately that feminism continues to be one of the most urgent and relevant social justice campaigns today. Women have made huge strides in equality over the last century. And yet: Women working full-time in the UK are paid on average 17% less an hour than men 1 in 3 women worldwide has been beaten, coerced into sex, or otherwise abused because of her gender Of parliamentary seats across the globe only 15% are held by women and fewer than 20% of UK MPs are women 96% of executive directors of the UK's top hundred companies are men Structuring the book around a normal day, Banyard sets out the major issues for twenty-first century feminism, from work and education to sex, relationships and having children. She draws on her own campaigning experience as well as academic research and dozens of her own interviews. The book also includes information on how to get involved in grassroots action.

Hundreds of grassroots groups have sprung up around the world to teach programming, web design, robotics, and other skills outside traditional classrooms. These groups exist so that people don't have to learn these things on their own, but ironically, their founders and instructors are often teaching themselves how to teach. There's a better way. This book presents evidence-based practices that will help you create and deliver lessons that work and build a teaching community around them. Topics include the differences between different kinds of learners, diagnosing and correcting misunderstandings, teaching as a performance art, what motivates and demotivates adult learners, how to be a good ally, fostering a healthy community, getting the word out, and building alliances with like-minded groups. The book includes over a hundred exercises that can be done individually or in groups, over 350 references, and a glossary to help you navigate educational jargon.

In this new book Henrietta Moore examines the nature and limitations of the theoretical languages used by anthropologists and others to write about sex, gender and sexuality. Moore begins by discussing recent feminist debates on the body and the notion of the non-universal human subject. She then considers why anthropologists have contributed relatively little to these debates, and suggests that this has much to do with the history of anthropological thought with regard to the conceptualization of "persons" and "selves" cross-culturally. Moore develops a specific anthropological approach to feminist post-structuralist and psychoanalytic theory. In subsequent chapters Moore pursues a series of related themes including the links between gender, identity and violence; questions of gender and identity in the context of intra-household resource allocation; the construction of domestic space and its relationship to bodily practices and the internationalization of relations of difference; and the links between the gender of the anthropologist and the writing of anthropology. This volume demonstrates anthropology's contribution to current debates in feminist theory.