This article examines the trajectory of global human rights expansion, with a specific focus on the advancement of girls’ and women’s education. By adopting a generational lens and using a reflective standpoint, I unpack the role of gender-specific social capital in fostering agency and empowerment among girls, particularly within the Global South. Building upon Porter’s Girls’ education, development and social change: ‘Seeding, Strengthening and Linking’ (Global Fund for Women) (2016), I propose a civic pedagogical PCCS (Place-based education initiatives, Cost-efficient and ecologically sound innovations, Collective intelligence building, Shared knowledge inquiry) model as a response to humanitarian crises, ideological disparities, and armed conflicts. Additionally, I draw upon the Indian concept of jugaad to comprehend the social, spatial, and economic negotiations in the Global South, enabling strategic resourcefulness. Furthermore, I introduce a Dalitbahujan feminist lens to emphasise the significance of girls’ education in the current decade and beyond. By reexamining Porter’s narratives and considering global circumstances, I focus on the dynamics of gender-oriented social capital. This article enriches the discussion on girls’ education within the frameworks of 21st-century ideologies of neoliberalism, philanthrocapitalism, and neo-capitalism, highlighting the crucial role of collaborative efforts.

中文翻译：

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代际回归：女童教育、发展和社会资本

本文探讨了全球人权扩张的轨迹，特别关注女童和妇女教育的进步。通过采用代际视角和反思的立场，我揭示了特定性别的社会资本在促进女孩（尤其是在南半球国家）中促进女孩的能动性和赋权方面的作用。以波特女孩的教育、发展和社会变革：“播种、加强和联系”（全球妇女基金）（2016 年）为基础，我提出了一项公民教学 PCCS（基于地方的教育举措、具有成本效益和生态良好的创新、集体情报建设、共享知识探究）模型作为对人道主义危机、意识形态差异和武装冲突的反应。此外，我利用印度的 jugaad 概念来理解南半球的社会、空间和经济谈判，从而实现战略智谋。此外，我引入了 Dalitbahujan 女权主义视角，以强调女童教育在当前十年及以后的重要性。通过重新审视波特的叙述并考虑全球环境，我关注以性别为导向的社会资本的动态。本文丰富了 21 世纪新自由主义、慈善资本主义和新资本主义意识形态框架内关于女童教育的讨论，强调了合作努力的关键作用。