+ Site Statistics
+ Search Articles
+ PDF Full Text Service
How our service works
Request PDF Full Text
+ Follow Us
Follow on Facebook
Follow on Twitter
Follow on LinkedIn
+ Subscribe to Site Feeds
Most Shared
PDF Full Text
+ Translate
+ Recently Requested

Opposition to gender-sensitive development. Learning to answer back



Opposition to gender-sensitive development. Learning to answer back



Gender and Development 3(1): 47-50



Opposition to gender-sensitive development policies can arise within the very development agencies charged with implementing the policies. Agencies may maintain that policies on equality for women are unnecessary because development is concerned with improving welfare in general. This can be refuted by referring to the literature which points out that failure to address the specific needs of women means their exclusion from the development process. Agencies may argue that women's equality is a political rather than a developmental issue. This is countered by the fact that the "Forward-Looking Strategies" define women's development, equality, and empowerment as intertwined processes. Agencies may say that promoting women's equality constitutes undue interference in a country's internal affairs. This is wrong because aid programs should not be supported in countries which do not support women's rights. Agencies may claim that they must work within the existing laws and policies of a developing country. This is partly correct, but the point must be limited because policies and laws may be "given," but they are not fixed. An agency may state that they have no business seeking or promoting change in existing social and customary practices. This is wrong where such practices stand in the way of development and because any development project is by definition a social and economic intervention. Agencies may consider their policy on women an inappropriate imposition of Western ideas. This is wrong because international conventions place a concern for women's rights on a level with a concern for human rights. Finally, agencies may maintain that women in developing countries do not desire equality with men. While it may be true that women accept their subordinate position, this does not offset issues of human rights and equal development. Oppressed women may be very silent; given the opportunity, they generally have a great deal to say.

Please choose payment method:






(PDF emailed within 0-6 h: $19.90)

Accession: 046870511

Download citation: RISBibTeXText

PMID: 12159821

DOI: 10.1080/741921757


Related references

[Culture] || Opposition to Gender-Sensitive Development: Learning to Answer Back. Gender and Development 3(1): 47-50, 1995

Is there a gender difference in interacting with intelligent tutoring system? Can Bayesian Knowledge Tracing and Learning Curve Analysis Models answer this question?. Computers in Human Behavior 61: 198-204, 2016

The Gender Lens: Development of a learning aid to introduce gender medicine. Gms Journal for Medical Education 34(2): Doc17, 2017

Kolb's Learning Style Instrument: Sensitive to Gender. Educational and Psychological Measurement 62(2): 373-390, 2002

A study of the natural history of back pain. Part I: development of a reliable and sensitive measure of disability in low-back pain. Spine 8(2): 141-144, 1983

From Posttrauma to Gender and Back: A Gender Motivation Theory-Explanation of Gender Differences in Trauma Exposure, Symptoms, Diagnosis, and Implications. Journal of Aggression, Maltreatment & Trauma 27(9): 959-982, 2018

Looking forward, looking back: Gender, Technology and Development in a changing world. Gender Technology and Development 21(1-2): 1-4, 2017

Opposition Sends OMB Back to Drawing Board. Science 220(4595): 388-389, 1983

Gender lost and gender found: BRAC's Gender Quality Action-Learning Programme. Development in Practice 8(2): 173-185, 2002

Making the Human Development Index (HDI) gender-sensitive. Gender and Development 5(1): 60-61, 1997

Making the Human Development Index (Hdi) Gender-Sensitive. Gender and Development 5(1): 60-61, 1997

Participatory development: an approach sensitive to class and gender. Development in Practice 7(3): 248-259, 1997

Imprinting, learning and development: From behaviour to brain and back. Trends in Neurosciences 21(7): 306-311, 1998

Public Health as an Applied, Multidisciplinary Subject: Is Research-Based Learning the Answer to Challenges in Learning and Teaching?. Gesundheitswesen ()) (): -, 2016

Insights into Transforming Regional Gender RelationsA Call for Space-Sensitive Dialogue to Enhance Regional Learning. European Planning Studies 23(7): 1265-1281, 2015