Kate Greany
Biographic Data
| ID | 6457658 |
|---|---|
| NAME | Kate Greany |
| GIVEN NAMES | Kate |
| FAMILY NAME | Greany |
| SIGNATURE | GREANY K |
| AFFILIATIONS | University of London |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 2 |
Women and the Teaching Profession
Circles in the sand
Participatory literacy programmes in developing countries are often seen as an important tool for women’s empowerment and equality. This articles problematises the way in which evaluation of progress towards these goals is couched in a linear trajectory, and often fails to uncover the messy reality of women’s negotiations to achieve their own aims. Drawing on an example of a literacy programme for internally displaced people in northern Sudan, th…
Rhetoric versus reality
In the last three decades, rights‐based approaches (RBA) to development have become a part of the fabric of a number of international development agencies' work. Using RBA raises important questions around notions of universal rights and how these are contested and negotiated in local settings. The field of gender and education is no exception, and what achieving gender equity through education really means in local contexts, in terms of working …
Rhetoric versus reality
In the last three decades, rights‐based approaches (RBA) to development have become a part of the fabric of a number of international development agencies' work. Using RBA raises important questions around notions of universal rights and how these are contested and negotiated in local settings. The field of gender and education is no exception, and what achieving gender equity through education really means in local contexts, in terms of working …
Circles in the sand
Participatory literacy programmes in developing countries are often seen as an important tool for women’s empowerment and equality. This articles problematises the way in which evaluation of progress towards these goals is couched in a linear trajectory, and often fails to uncover the messy reality of women’s negotiations to achieve their own aims. Drawing on an example of a literacy programme for internally displaced people in northern Sudan, th…
Women and the Teaching Profession
Circles in the sand
Participatory literacy programmes in developing countries are often seen as an important tool for women’s empowerment and equality. This articles problematises the way in which evaluation of progress towards these goals is couched in a linear trajectory, and often fails to uncover the messy reality of women’s negotiations to achieve their own aims. Drawing on an example of a literacy programme for internally displaced people in northern Sudan, th…
Rhetoric versus reality
In the last three decades, rights‐based approaches (RBA) to development have become a part of the fabric of a number of international development agencies' work. Using RBA raises important questions around notions of universal rights and how these are contested and negotiated in local settings. The field of gender and education is no exception, and what achieving gender equity through education really means in local contexts, in terms of working …
Women and the Teaching Profession
Gender Studies (3 works) · Gender Studies (3 works) · Sociology (3 works) · Political science (2 works) · Poverty, Education, and Child Welfare (2 works) · Economic growth (1 work) · Engineering (1 work) · Equity (law (1 work) · Field (mathematics (1 work) · Gender Diversity and Inequality (1 work)