Theory and Ideology in the Gender Proposals of the World Bank's Education Strategy 2020

Abstract

This chapter focuses on two concepts: development and gender, examining how they have been defined and applied to educational policy by the World Bank. To accomplish these two objectives, key documents developed by the Bank are reviewed, paying special attention to the educational policy documents produced by the Bank since 2000. The chapter discusses the rationale and evidence presented by the Bank to substantiate its new policies and the extent to which these policies reflect current social science research theory as well as empirical findings concerning educational strategies to create both economic growth and social inclusion.

Citation

Stromquist, N.P. (2012), "Theory and Ideology in the Gender Proposals of the World Bank's Education Strategy 2020", Collins, C.S. and Wiseman, A.W. (Ed.) Education Strategy in the Developing World: Revising the World Bank's Education Policy (International Perspectives on Education and Society, Vol. 16), Emerald Group Publishing Limited, Leeds, pp. 133-149. https://doi.org/10.1108/S1479-3679(2012)0000016011