Equals: Issue 23, February 2009

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Author/Publisher: Beyond Access
Language: English
ISBN: ISSN 1745-7505

Download: PDF

Few would argue against the idea that girls’ experiences at school have a profound impact in determining the women that they later become, in terms of aspirations, confidence, and capacity to support themselves independently and stand up for their rights.

As such, one would think that campaigning for, and helping to design, education in schools to challenge dominant beliefs and practices that harm women and girls, promote gender equality, and ensure that girls leave school confident and aware of their rights would be a key aspect of the work of women’s rights organisations at the local, national, and global level. But historically, this has not been the case.


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