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Women and Power : Education, Religion and Identity /
Education is an important tool for the development of human potential. Organizations and individuals interested in development consider knowledge, skills and attitudes, obtained through formal, non-formal and incidental learning, as invaluable assets. Therefore, it is necessary to reflect on fundame...
| Autor principal: | |
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| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Dakar, Senegal :
Council for the Development of Social Science Research in Africa (CODESRIA),
2013.
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| Colección: | Book collections on Project MUSE.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a22000004a 4500 | ||
|---|---|---|---|
| 001 | musev2_23527 | ||
| 003 | MdBmJHUP | ||
| 005 | 20230905042513.0 | ||
| 006 | m o d | ||
| 007 | cr||||||||nn|n | ||
| 008 | 130720s2013 sg o 00 0 eng d | ||
| 020 | |a 9782869785762 | ||
| 020 | |z 9782869784932 | ||
| 035 | |a (OCoLC)867741338 | ||
| 040 | |a MdBmJHUP |c MdBmJHUP | ||
| 100 | 1 | |a Mejiuni, Olutoyin. | |
| 245 | 1 | 0 | |a Women and Power : |b Education, Religion and Identity / |c Olutoyin Mejiuni. |
| 264 | 1 | |a Dakar, Senegal : |b Council for the Development of Social Science Research in Africa (CODESRIA), |c 2013. | |
| 264 | 3 | |a Baltimore, Md. : |b Project MUSE, |c 2013 | |
| 264 | 4 | |c ©2013. | |
| 300 | |a 1 online resource (236 pages). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 0 | |a CODESRIA book series | |
| 505 | 0 | |a The Methodology -- Women's Civic-Political Participation Towards an Equitable and Humane Democratic Order -- The Subordinate Role of Women in the Private and Public Spheres -- Who am I? Prescribing Women's Identities -- The Violence of Power: Power Relations and Women's Experience of Violence -- Women's Identities and Power -- Is Formal Education Empowering? -- Conclusion and Recommendations. | |
| 520 | |a Education is an important tool for the development of human potential. Organizations and individuals interested in development consider knowledge, skills and attitudes, obtained through formal, non-formal and incidental learning, as invaluable assets. Therefore, it is necessary to reflect on fundamental elements that shape the process through which education is attained: How do people learn, and what are the conditions that facilitate effective learning? Answers to these questions demonstrate that no education can be politically neutral, because there is no value-free education. The traditional or indigenous education systems in Nigeria, which covered (and still cover) physical training, development of character, respect for elders and peers, development of intellectual skills, specific vocational trainings, developing a sense of belonging and participation in community affairs, and understanding, appreciating and promoting the cultural heritage of the community were, and are, not value-free. In other words, the goals and purpose of education, the content, the entire process and the procedures chosen for evaluation in education are all value-laden. This book attempts to show that the teaching-learning process in higher education, and religion, taught and learned through non-formal and informal education (or the hidden curriculum), and other socialization processes within and outside the formal school system, all interface to determine the persons that women become. | ||
| 588 | |a Description based on print version record. | ||
| 650 | 7 | |a Women |x Social conditions. |2 fast |0 (OCoLC)fst01176947 | |
| 650 | 7 | |a Women and religion. |2 fast |0 (OCoLC)fst01177110 | |
| 650 | 7 | |a Feminism and education. |2 fast |0 (OCoLC)fst00922730 | |
| 650 | 7 | |a Education |x Political aspects. |2 fast |0 (OCoLC)fst00902728 | |
| 650 | 7 | |a SOCIAL SCIENCE |x Popular Culture. |2 bisacsh | |
| 650 | 7 | |a SOCIAL SCIENCE |x Anthropology |x Cultural. |2 bisacsh | |
| 650 | 7 | |a POLITICAL SCIENCE |x Public Policy |x Cultural Policy. |2 bisacsh | |
| 650 | 6 | |a Femmes et religion |z Nigeria. | |
| 650 | 6 | |a Éducation |x Aspect politique |z Nigeria. | |
| 650 | 6 | |a Femmes |z Nigeria |x Conditions sociales. | |
| 650 | 0 | |a Women and religion |z Nigeria. | |
| 650 | 0 | |a Education |x Political aspects |z Nigeria. | |
| 650 | 0 | |a Feminism and education |z Nigeria. | |
| 650 | 0 | |a Women |z Nigeria |x Social conditions. | |
| 651 | 7 | |a Nigeria. |2 fast |0 (OCoLC)fst01205229 | |
| 655 | 7 | |a Electronic books. |2 local | |
| 710 | 2 | |a Project Muse. |e distributor | |
| 830 | 0 | |a Book collections on Project MUSE. | |
| 856 | 4 | 0 | |z Texto completo |u https://projectmuse.uam.elogim.com/book/23527/ |
| 945 | |a Project MUSE - Custom Collection | ||
| 945 | |a Project MUSE - 2013 African Studies | ||
| 945 | |a Project MUSE - 2013 Complete | ||
| 945 | |a Project MUSE - 2013 Global Cultural Studies | ||