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Chapter 7 Amplifying Indian Women’s Voices and Experiences to Advance Their Access to Technical and Vocational Education Training

Abstract

This chapter questions gender biases that are entrenched in culture and traditions. It shows the gap between education policy and practice. The practice here is women’s participation in non-formal and Vocational Education and Training programs. The chapter urges policy makers to bring reforms in the vocational track of the education system, by incorporating the reality that many women face. Through Participatory Action Research method, Iyengar and Witenstein try to illicit the cultural, religious, intergenerational practices that tend to thwart basic human rights for women in India.

In: Interrogating and Innovating Comparative and International Education Research
Open Access
In: Curriculum and Learning for Climate Action
Part 3 Toward (E)quality in Education for Climate Action
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In: Curriculum and Learning for Climate Action
Part 2 Toward a More Radical Vision of Education for Climate Action
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In: Curriculum and Learning for Climate Action
Part 4 Toward Greater Accountability in Education for Climate Action
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In: Curriculum and Learning for Climate Action
Chapter 20 Roadmap to Transformative Change and the Achievement of SDG 4.7
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In: Curriculum and Learning for Climate Action
Part 1 Toward Education for Climate Action as the Priority
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In: Curriculum and Learning for Climate Action
Part 5 Toward Empowering Teachers as Agents of Climate Action
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In: Curriculum and Learning for Climate Action
Introduction From Roadblocks to a Roadmap
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In: Curriculum and Learning for Climate Action
Toward an SDG 4.7 Roadmap for Systems Change
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The world is on a track to true climate catastrophe, with unprecedented heat, floods, wildfires, and storms setting new records almost weekly. To avoid a climate disaster, we need rapid, transformative, and sustained action as well as a major shift in our thinking—a shift strong enough to make the climate crisis a center of our social, political, economic, personal, and educational life.

Curriculum and Learning for Climate Action is one of the best scorecards in comparative education for keeping track of this drama as it unfolds, shedding light on the global climate crisis like no other education writing today. This book turns to our curricula, our education systems, and our communities for a response on how to effectively achieve Target 4.7 of the UN Sustainable Development Goals (SDGs), Universal Education for Sustainable Development (ESD), and Global Citizenship Education (GCED). The message from key stakeholders, including students, educators, and leaders of civil society, is driven home with passion and uncommon clarity: We can and must stave off the worst of climate change by building climate action into the world’s pandemic recovery.