Gender Equality, Education, and Development

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dc.contributor.authorNaureen Durrani
dc.contributor.authorAnjum Halai
dc.date.accessioned2025-08-19T12:39:42Z
dc.date.available2025-08-19T12:39:42Z
dc.date.issued2020-01-01
dc.description.abstractThis chapter critically examines Sustainable Development Goal 4 and its tensions in post-colonial contexts, emphasizing how education is mobilized as both a tool for modern nation-building and a marker of cultural tradition via gendered constructs. Through frameworks of nation-state, development, education, and gender, and contextualized by empirical research in Pakistan, the authors argue that competing goals of modernity and cultural identity challenge the realization of gender equality in education. Insights are drawn for navigating policy discourses across global, national, and local levels., en
dc.identifier.citationDurrani N, Halai A (2020). Gender equality, education, and development: Tensions between global, national, and local policy discourses in postcolonial contexts. In: Grading Goal Four: Tensions, Threats, and Opportunities in the Sustainable Development Goal on Quality Education, pp 65–95. Brill / Sense Publishers. doi:10.1163/9789004430365_003 en
dc.identifier.doi10.1163/9789004430365_003
dc.identifier.urihttps://doi.org/10.1163/9789004430365_003
dc.identifier.urihttps://nur.nu.edu.kz/handle/123456789/9618
dc.language.isoen
dc.publisherBrill
dc.source(2020)en
dc.subjectgender equality, education policy, SDG 4, post-colonial contexts, policy discourse, global-local tensions en
dc.titleGender Equality, Education, and Developmenten
dc.typeBook Chapteren

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