Abstract
After the Universal Declaration of Human Rights was signed in 1948, global values and rights for humanity began increasingly to underwrite government policies. The Millennium Development Goals established in the year 2000 produced targets to be achieved by 2015. Education, and especially education of girls, was seen to be the cornerstone upon which the achievement of healthy societies, comprised of gender equity and economic opportunity in a sustainable environment, would depend. Initially, the North countries assumed they possessed the only correct view of such societies. This xenophobic attitude has been discounted as awakening cultures strengthened and demanded a voice regarding their own development. Education of girls has itself encountered many obstacles: some cultural attitudes and structures do not accept that Western ideas of education are appropriate; resources have not been able to keep pace with the demands created by a huge increase in children attending school; in poverty-stricken communities, boys are favoured if choices have to be made; in countries where violence is endemic girls are the greatest victims; males have felt marginalised and reacted with desperation; and religion, apart from culture, often is in conflict with the global values being imposed.
With the arrival of 2015, the United Nations has been assessing reports on progress and discussions are underway to develop a more comprehensive and inclusive way forward. From grassroots to government policy makers, opinions are being sought and the wisdom and ideals of many cultures are being assimilated. It may well be a case of ‘not one size fits all’ as new goals are set and new understandings and acceptances reached.
Girls’ education, development and social change
This special edition contains a brief literature review by Shirley Porter on the development, growth and implementation of education for girls in developing countries, the difficulties met and remedies suggested.
Individual empowerment is not enough: using a social norms lens to understand the limited educational uptake of Viet Nam’s Hmong girls
Nicola Jones, Elizabeth Presler-Marshall and Tran Thi Van Anh explore the effects of instituting gender parity in education in a remote area in Viet Nam as seen through a social norms lens. Social constraints have limited the uptake and effectiveness of education for girls.
Empowering adolescent girls in developing countries
The potential role of education
Erin Murphy-Graham and Cynthia Lloyd, drawing on many years of research and experience, propose a conceptual framework for promoting adolescent girls’ empowerment through education. Specific example is provided that illustrate the components of the framework.
Research and activism about girls’ education for global democracy: the case of the campaign Etna, Volcano of Peace, Catania, Italy
Melita Christaldi and Giovanni Pampanini document how two people can begin two global campaigns, Etna Volcano of Peace and the Intercultural Prayer against War, initially through educational institutions, to encourage young people to take a stand against violence and war with a focus on girls’ right to education and social justice.