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19 results on '"Longlands, Helen"'

2. A Technology of Global Governance or the Path to Gender Equality? Reflections on the Role of Indicators and Targets for Girls' Education

Author

Vaughan, Rosie Peppin and Longlands, Helen

Abstract

Since 2000, girls' education has been an increasingly high-profile concern in international development policy. At the same time, there has been a trend towards the greater production and reliance on quantitative data, indicators and targets in national and international education policy. Scholars have raised concerns about the rise of 'performance-based' approaches to accountability in education, and potential counterproductive effects of this for social justice and equality. However, few studies have explored how this trend plays out in practice within international organisations, particularly in relation to the heightened focus on girls' education. This paper explores the implications of the increasing reliance on quantitative measures for policy actors and draws on a set of interviews with key stakeholders working in organisations concerned with gender and education to explore their divergent understandings of accountability processes. The paper concludes by reflecting on the prospects for a transformative approach to measuring gender equality and girls' education.

Published
2023
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4. Men, masculinities and fatherhood in global finance : a study of hegemonic practices in London

Author

Longlands, Helen

Subjects
327.1, Humanities and Social Sciences
Abstract

This qualitative study examines global finance as a locus for two hegemonic processes associated with masculinity and spatial arrangements. It explores how the finance sector interrelates with the global city of London, and considers how structures and practices of global finance and the work and family lives of men employed in management in banking in London support, confirm or contest hegemony. It aims to reflect on ways these social practices may be re-¬‐configured to promote greater gender equality. Research comprises 7 case studies of fathers centred on semi-¬‐structured interviews with the men and their wives. It also draws on data from fieldnotes/observations of the City and family spaces, and online promotional material from 8 City banks. This thesis explores a gap in scholarship regarding the interrelationship of forms of hegemony linked with global finance in the City and family relations and social practices, and reflects on ways aspects of these local spaces are the product and producers of global forces. As the 2007/8 financial crisis highlighted, local practices can have serious far-¬‐reaching consequences. Analysis reveals the status of the men as bankers and fathers and their access to financial and political power is constituted and reinforced in work and family contexts in ways which confirm and normalise gender inequalities. Patriarchal work practices that favour forms of highly competitive working, and patriarchal family relations, are normalised. Social practices which interrelate with the global city, finance industry and family perpetuate the elite positioning of men working in management in City finance and feed into a cyclical process of privilege transference for their children. Potential crisis tendencies which might contest hegemony, particularly those relating to the 2007/8 financial crisis and hands--on caregiving ideals of fatherhood, are discussed. The thesis suggests, however, the processes of hegemony in global finance are strong and enduring.

Published
2014

16. A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls' education.

Author

Vaughan, Rosie Peppin and Longlands, Helen

Subjects
*GENDER inequality, *EDUCATION policy, *EDUCATIONAL accountability, *SOCIAL justice, *GLOBAL studies
Abstract

Since 2000, girls' education has been an increasingly high-profile concern in international development policy. At the same time, there has been a trend towards the greater production and reliance on quantitative data, indicators and targets in national and international education policy. Scholars have raised concerns about the rise of 'performance-based' approaches to accountability in education, and potential counterproductive effects of this for social justice and equality. However, few studies have explored how this trend plays out in practice within international organisations, particularly in relation to the heightened focus on girls' education. This paper explores the implications of the increasing reliance on quantitative measures for policy actors and draws on a set of interviews with key stakeholders working in organisations concerned with gender and education to explore their divergent understandings of accountability processes. The paper concludes by reflecting on the prospects for a transformative approach to measuring gender equality and girls' education. [ABSTRACT FROM AUTHOR]

Published
2023
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17. Education for All 2000-2015

Author

Benavot, Aaron, primary, Antoninis, Manos, additional, Bella, Nicole, additional, Delprato, Marcos, additional, Härmä, Joanna, additional, Jere, Catherine, additional, Joshi, Priyadarshani, additional, Blanchy, Nihan Koseleci, additional, Longlands, Helen, additional, McWilliam, Alasdair, additional, and Zubairi, Asma, additional

Published
2016
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19. Education for All 2000–2015: Review and Perspectives

Author

Benavot, Aaron, Antoninis, Manos, Bella, Nicole, Delprato, Marcos, Härmä, Joanna, Jere, Catherine, Joshi, Priyadarshani, Köseleci Blanchy, Nihan, Longlands, Helen, McWilliam, Alasdair, and Zubairi, Asma

Subjects
Bildungssystem, Developing country, Primary school lower level, Lower secondary, Elementary School, Bildungssoziologie, Secondary education lower level, Erziehungsziel, Entwicklungsland, Education system, Development aid, Allgemeine Erziehungswissenschaft, Infant education, Funding, Sekundarstufe I, Primary school, Qualität, Occupational orientation, Participation in education, Jugendlicher, Participation Rate, Entwicklungshilfe, Quality, Monitoring of the education system, Lower level secondary education, International organisation, Internationale Zusammenarbeit, Aims of education, Compulsory education, War, Financing, Krieg, Lower secondary education, Frühkindliche Bildung, Educational policy, Adolescent, Erziehung, Schul- und Bildungswesen, Berufsorientierung, Education, Bildung für alle, ddc:370, Literacy, Schulpflicht, Finanzierung, Nichtregierungsorganisation, Alphabetisierung, Education for all, Grundschule, Developing Countries, Bildungspolitik, Education systems, Bildungsmonitoring, Politische Situation, Bildungsbericht, Internationale Organisation, Evaluation of the education system, International cooperation, Bildungsbeteiligung
Abstract

This paper provides a brief overview of global progress in achieving the six EFA goals and international aid for EFA policies. It shows that despite modest movement in achieving the EFA goals – some of it due to explicit policies and actions under taken by governments, international agencies, donors and NGOs – since Dakar, progress has been uneven. Much of the broad EFA agenda remains unfinished, as none of the goals was reached. The global EFA mechanisms that did work, often did so despite – rather than because of – international attempts to coordinate EFA. Much hope had been placed on external financing to accelerate EFA progress. While aid did increase, the overall volume of external assistance fell well short of the assessed need, was insufficiently targeted to countries most in need, declined as a share of recipient governments’ budgets over the period, and was not always delivered effectively. (DIPF/Orig.), Dieser Artikel bietet einen kurzen Überblick über die globalen Fortschritte zur Erreichung der sechs EFA-Ziele und der internationalen Hilfe für EFA-Strategien. Es wird gezeigt, dass trotz bescheidener Bewegungen in Richtung der EFA-Zielerreichung – einiges davon durch explizite Richtlinien und Handlungen von Regierungen, internationalen Organisationen, Gebern und NGOs – die Fortschritte seit Dakar uneinheitlich sind. Ein Großteil der breit angelegten EFA-Agenda bleibt unvollendet, da keines der Ziele erreicht wurde. Die globalen EFA-Mechanismen funktionierten trotz, nicht wegen internationaler EFA-Koordinationsbemühungen. Viel Hoffnung war auf die externe Finanzierung von EFA gelegt worden, um EFA-Fortschritte zu beschleunigen. Während die Beihilfen zugenommen haben, fiel das Gesamtvolumen der Außenhilfe deutlich unter das als notwendig Ermittelte, wurde unzureichend in den bedürftigsten Ländern fokussiert, ist als Anteil der Budgets der Empfängerregierungen für den Zeitraum zurückgegangen und wurde nicht immer effektiv ausgeliefert. (DIPF/Orig.)

Published
2015
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