This chapter argues that our understanding of both global and national understandings regarding girls' education policy requires a critical historical methodology that taps into national narratives around gender, education and development. Such an historical perspective would consider the shifting conceptualisations of gender roles in relation not just to economic development, but also to nationhood. The evolution of the relationship between national identity and gender policy approaches is an especially important consideration in the path of female education reform. Such a focus can also contribute to an understanding of relations between national governments and international organisations in the field of education – where often gender inequality has become symbolic of westernisation and economic progress.
Individual chapters in this book, including this one, can be accessed in full here.
Mohan, N.; Vaughan, R. Nationhood and the education of the female citizen in India. In: Gender Education and Equality in a Global Context: Conceptual Frameworks and Policy Perspectives, Fennell, S.; Arnot, M. (Eds). Routledge, London, UK (2008) 181-195. ISBN 978-0-415-55205-9 (paperback), 978-0-415-41944-4 (hardback), 978-0-203-93959-8 (electronic)