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Rao, Nitya 
ORCID: https://orcid.org/0000-0002-6318-0147 and Sweetman, Caroline
(2014)
Introduction to Gender and Education.
Gender and Development, 22 (1).
pp. 1-12.
ISSN 1355-2074
Abstract
Education plays a key role in the empowerment of girls and women, and the attainment of gender equality in households, communities and wider society. Even before the 1948 Universal Declaration of Human Rights made it official, education has long been recognised as an essential prerequisite to enable people to realise their true potential. Education in itself is a human right, but it also serves as a gateway that allows individuals to access and enjoy other human rights. Education broadens the s perspectives of a girl about the roles that she can play; provides a key space (often the only space) for meeting peers, mentors and role models; and opens new spaces for an empowered girl to act in, reach out to and influence others. Unique to education is the fact that once you have gained it, it cannot be taken away (Moll and Renault, this issue, 33).
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | gender studies,geography, planning and development,development,sdg 5 - gender equality ,/dk/atira/pure/subjectarea/asjc/3300/3318 |
| Faculty \ School: | Faculty of Social Sciences > School of Global Development (formerly School of International Development) |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Literacy and Development Group Faculty of Social Sciences > Research Groups > Life Course, Migration and Wellbeing Faculty of Social Sciences > Research Groups > Health and Disease Faculty of Social Sciences > Research Groups > Gender and Development University of East Anglia Schools > Faculty of Science > Tyndall Centre for Climate Change Research Faculty of Science > Research Centres > Tyndall Centre for Climate Change Research |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 20 Jul 2022 15:30 |
| Last Modified: | 23 Oct 2022 04:05 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/86754 |
| DOI: | 10.1080/13552074.2014.902230 |
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