ABSTRACT

Girls’ education has been widely promoted as the answer to a wide range of problems. This article maps four key ideas that have framed this formulation. These are firstly, a techno-rationalist approach linked to narrowly defined interventions, termed here ‘what works’. Secondly, a more normative engagement is outlined, termed ‘what matters’ which explores how girls’ education is part of processes to extend and defend rights, support feminism or decoloniality. Thirdly, an approach termed ‘what disorganises’ looks at the ways in which girls’ education has been used deceitfully and hypocritically to mask the perpetuation of unjust power. Lastly, an approach termed ‘what connects’ maps processes associated with building connections and epistemologies of co-ordination The implications of these four framings are considered for the development of discussions on girls’ education and gender equality and methods in comparative education.

摘要

作为解决一系列问题的答案，女童教育得到了广泛推广。本文列出了构成这一表述的四个关键思想。首先，这是一种与狭义干预措施相关的技术理性主义方法，这里称为“有效的方法”。其次，概述了一种更规范的参与，称为“重要的事情”，探讨了女童教育如何成为扩展和捍卫权利、支持女权主义或非殖民性进程的一部分。第三，一种被称为“混乱的原因”的方法着眼于女孩教育被欺骗性和虚伪地用来掩盖不公正权力的长期存在的方式。最后，