Exploring the Complexities of Gendered Globalization
This paper outlines and examines the gendered nature of globalization and its impacts on women. Does globalization aggravate inequality between women and men in Africa and lead to disempowerment of the average woman? There might be relevance to the claim that prior to globalization, women were not any better off than they are now; this is the reason why the phenomenon in question needs further re-examination. The major objective of this paper is to portray globalization as a gendered phenomenon by clarifying and unveiling its complexities. Globalization is so complex that it deserves a critical re-examination in order to satisfactorily answer the question—does globalization aggravate inequality between men and women? This question may be simple but the answer is anything but simple. The current paper would shed more light on the gendered nature of globalization.
||Globalization, Gendered Globalization, Development, Power, Women, Africa
International Journal of Diversity in Organizations, Communities and Nations, Volume 11, Issue 5, pp.17-26.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 749.181KB).
Professor, Education, Gustavus Adolphus College, Saint Peter, Minnesota, USA
Dr. Sidonia Alenuma-Nimoh teaches at Gustavus Adolphus College in the USA. She has an honour BA in Sociology and Russian from the University of Ghana; an MA in International Development Studies from Saint Mary’s University, Halifax, Canada; and a PhD in Cultural Studies in Education from the University of Tennessee, Knoxville. Her interests include: international development studies; multicultural anti-racism education; social foundations of education; and educational reform. Some of her publications include: Race, Urban Schools, and Educational Reform (Teaching City Kids: Understanding and Appreciating Them, Peter Lang, 2007); Downtown Elementary School (DES): The Unique School that Juxtaposes both Magnet and Professional Development School Programs (US-China Education Review, 6(7), 2009); and Making Some Modest Strides: The Story of Downtown Elementary School (DES) (International Electronic Journal of Elementary Education (IEJEE), 1(3), 2009). Dr. Alenuma-Nimoh’s book, Race and Educational Reform in America: History, Strategies and Ethnography, was published in 2009. She is currently researching and making conference presentations on effective inclusive pedagogies for teaching ALL students, irrespective of their background (be it class, gender, learning abilities). Some of these instructional approaches being explored include: Differentiated Instruction, Differentiated Multicultural Instruction, Culturally Responsive Teaching, Cooperative Learning, etc. Some of her most recent presentations include titles such as: Rethinking Teaching and Teachers for Students of Poverty; Taking Multicultural Education to the Next Level: An Introduction to Differentiated Multicultural Instruction.
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