Unterhalter, E;
Longlands, H;
Peppin Vaughan, R;
(2022)
Gender and Intersecting Inequalities in Education: Reflections on a Framework for Measurement.
Journal of Human Development and Capabilities
10.1080/19452829.2022.2090523.
(In press).
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Abstract
This article considers how useful measurement and indicators are in developing insight into a problem as complex as gender injustice and education. It poses the question about what we ought to evaluate with regard to individuals, institutions, discourses and countries when we make assertions about gender inequality in education and how to address this. The paper provides a way of thinking about gender and education that highlights how inadequate existing measures are. It sets an agenda for future work outlining the AGEE (Accountability for Gender Equality and Education) Framework. This draws on the capability approach and identifies domains where indicators can be deployed. The discussion highlights how multiple sources of information can be used in a well-organised yet adaptable combination, taking account of the complexity of the processes in play, to develop guidance on practice for transformational and sustainable change that can support work on women’s rights and gender equality in education.
| Type: | Article |
|---|---|
| Title: | Gender and Intersecting Inequalities in Education: Reflections on a Framework for Measurement |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/19452829.2022.2090523 |
| Publisher version: | http://doi.org/10.1080/19452829.2022.2090523 |
| Language: | English |
| Additional information: | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Gender; education; capability approach; measurement; SDGs; indicators |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10153206 |
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