User:PkzN1/Sustainable Development Goal 4/Bibliography

Bibliography

• Fennell, S., & Arnot, M. (2008). Gender education and equality in a global context: Conceptual frameworks and policy perspectives (1st ed.). Routledge.
  • The Western expectations of feminism brings pressure for cultures aiming for feminism in a different approach. The expectations and reality of “Feminism” does not bring pervasiveness easily into different cultures or environments that are opposite (rich and poor communities etc). This book also focused on young researchers increasing gender education studies into the field, which helps me connect to the section of fostering an environment for youths and gender education. This book helped me define “gender education” and how to relate to the peace proposal. This book also touched on “voice research” and how people’s voices can achieve change with how impactful people’s experiences are; which helps me connect to the peace proposal.
• Ferguson, T., Ilisko, D., Roofe, C., & Hill, S. (2019). SDG4 - quality education: Inclusivity, equity and lifelong learning for all. Emerald Publishing.
  • This book is about SDG4, quality education, and the authors states how important the quality of education is and how the quality is improved. After explaining the reason why education such as literacy and math plays a vital role in developing a sustainable society, in chapter 8 (pp. 70-72), the authors mentioned the demand for a holistic curriculum in a school to gain the flexibility to adopt the complex society. Additionally, they state education program should include how to utilize technology to expand the knowledge. Those skills and knowledge are indispensable for people based on sustainable development and global citizenship.
• Handaragama ,S., Rathnayake, H., Uluwaduge, P. (2013). Women’s economic participation in rural development. International Journal of Education and Research, volume 1(8), 1-16. https://www.ijern.com/journal/August-2013/12.pdf
  • This article focuses on how women participate in the economy in the agricultural aspect in Tunkama. Women’s poverty is summarized as a correlation to the area’s underdevelopment for not having enough resources and opportunity for women. Women involved in a job that has profound pay, are more likely to generally enjoy their freedom, hence challenging gender roles and not being completely dependent on their husband/ partner. With women having more freedom by involving in more economical activities, women are more likely to provide an environment to foster new cultural shifts for society. With their high status, they encourage their children to achieve higher education and opportunities.There will be a career developing ability in women after they are given the chance to have the opportunity to work, hence women will provide more favor to companies. This gave me insight on developing countries as well as women in low-income environments with how they can feel helpless without financial stability. We must give education to people to stop forcing gender roles and the “ideals” that society has to combat gender inequalities.
• Heikkilä, M. (2020). Gender equality work in preschools and early childhood education settings in the Nordic countries—an empirically based illustration. Palgrave Communications, 6(1). https://doi.org/10.1057/s41599-020-0459-7  
  • This article divided institutions into three different categories- private, internal, external- from analyzing their experiment on how Nordic countries worked to promote gender equality in preschools and early childhood education institutions. Hekkilä also focused on the significance of support from the school or even a higher power to highlight the importance of gender education and creating an overall plan of how and what the teachers should focus on, rather than teachers being added a burden of making a new education plan. This article gave me more insight into other country’s gender education, and also how similar it is to the United State’s educational system. I can use this data in my discussions section to not only rely on teachers but also come up with policies as a whole government to help the already-underpaid teachers.
• Maceira, H. (2017). Economic benefits of gender equality in the EU. Econstor. Springer, Heidelberg, Vol. 52, Iss. 3, 178-183, http://dx.doi.org/10.1007/s10272-017-0669-4
  • This article focused on the EU but it was interesting to see the numerical values. Women are more likely to earn 16% less than men, making women have to work 40 more days than men to obtain as much income. Even though equal pay is being hesitant because of how much cost it will take for the companies to pay everyone equally, gender equality in the workplace should be an investment mindset now, considering how much effect that women workers can have in the long-run. The society of women’s equal pay being considered only when stating the effect that women can bring to the economy was disappointing, but as a first step towards a more gender friendly society, I think the point of women improving the economy is needed. This study shows that GDP will increase as there will be more employment for women.
• Pande, R., Malhotra, A., Grown, C.(2005). Impact of investment in female education on gender equality. International Center For Research On Women. http://www.demoscope.ru/weekly/knigi/tours_2005/papers/iussp2005s51014.pdf
  • This article focused on how gender education will affect the economy and political world, as well as women’s health and position that a woman will belong in her family. This is related to how it is socially accepted for women to work in low wage labor due to economical needs. This article was analyzing different experiments and articles into concise, understandable, so it was not challenging to find data that I wanted to incorporate in my paper. More education leads to less chance of self-employment, so the chances of being in the public sector increases, helping the economy more. I focused on section four, which is fully about gender education and how it relates to women’s economic opportunities and returns. The years and levels of education that a woman receives is positively related to labor force participation by women.
• Subrahmanian, Ramya. (2005). Gender equality in education: Definitions and measurements, International Journal of Educational Development, 25( 4), 395-407, https://doi.org/10.1016/j.ijedudev.2005.04.003
  • The article brought out the question of gender parity and gender equality and how we measure them. The author mentioned that gender parity is a step toward gender equality, and efforts are needed to achieve both goals. The article mainly argues for assessing gender parity, gender equality, and gender equity. It also suggests that gender equity in education is necessary to break down certain gender stereotypes, and the power of education affects outside of schools. The article explains how we can measure gender equality and the significance of knowing what role education play in gender equality.