Article By Kate Greany For Gender And Education
To begin, the article by Kate Greany for Gender and Education, informs educators about Sudan’s misleading literacy programs, which perpetuate gender stereotypes. The purpose is to empower women by teaching them to read, yet encouraging them to reinforce stereotypes. Women created a booklet, “How wives can help their husbands”, and one point suggested, “(3) ‘Women must talk well to her husband at all times’”. Gender norms clash with attempts to build up women, in both developed and underdeveloped nations. Sudanese women rarely get the chance to attend school.Education is fundamental in developing views of the world.
Hence, the Sudanese promote programs for women, as long as they enforce misogynistic Sudanese culture. Women’s education ends after elementary, creating the need for these programs. In the U.S, these programs aren’t needed and laws have been passed to battle gender discrimination in school. Since these laws were passed over 25 years ago, these issues aren’t as prominent in American culture.
Additionally, in the article by Emily Gardner for the American Journal of Sexuality Education, educators are informed about abstinence-only sex education curriculums in
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E.D Simon and Dr. M.I Obeten for the International Journal of Humanities and Social Science, social scientists are informed about Pan-Africanism and African feminism. This relates because the movements described disagree with the treatment African women face. The authors state, “The tragedy of our underdevelopment, dehumanizing poverty, institutionalized and malignant sexism, as well as the degraded status of womanhood, have continued to bog down the life cycle of the average female...”. Simon and Obeten use examples to show the hardships women in 3rd World countries face and the importance of African women’s movements. The 10 poorest countries in the world are on the African continent. Living in poverty is detrimental to a person’s physical and mental
Critical Lens
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