Reimagining Teacher Quality for Quality Girls’ Education in the Middle East and North Africa (MENA)
Book Chapter
Anderson, E. (2017). Reimagining Teacher Quality for Quality Girls’ Education in the Middle East and North Africa (MENA)
. 430-442. 10.4324/9781315710068-28
Anderson, E. (2017). Reimagining Teacher Quality for Quality Girls’ Education in the Middle East and North Africa (MENA)
. 430-442. 10.4324/9781315710068-28
This chapter explores the symbolic, material, and relational-environmental contexts (Aikman and Rao, 2013; Campbell and Cornish, 2012) of girls’ education and empowerment. It distinguishes relevant indicators from the 2014 Global Status Report into the three domains suggested by Campbell and Cornish (2012) to describe the policy environments for girls’ education in the region. Reimagining teacher quality as an enabling environmental condition of girls’ education and empowerment requires consideration of the structures that shape the educational experiences of women and girls, and not just their access. Campbell and Cornish (2012) discuss that the symbolic-environmental contexts recognize ‘individual or group’s worth, dignity, concrete achievements and legal rights to equality constitute vital components of empowerment’. The chapter considers country adoption of the recommendations set by the Convention on the Elimination of all forms of Discrimination against Women (CEDAW), the Convention on the Rights of the Child (CRC), and the Beijing Platform for Action as three symbolic-environmental policy contexts of girls’ education and empowerment.
