Disrupting the Pathway: Making Sense of Education, Empowerment, and Gender Equality Policy Discourses

• In Event: Roundtable Session 33
  In Roundtable Session: Girls and Women: Forward and Upward in STEM Education

Abstract

As a result of the population targeting (Schneider & Ingram, 1996) and policy framing (Rosen, 2009) of education within Millennium Development Goals (MDGs) 2 and 3, the pathway between education, empowerment, and gender equality has become a dominant discourse in international education policy (Robinson-Pant, 200; Monkman & Hoffman, 2013). Using evidence from semi-structured interviews with policy actors in international education policy and development, this study produces a richly descriptive policy discourse analysis of stakeholder’s sense-making (Coburn, 2005) as they encounter these discourses, and; a semantic network analysis that estimates the pathways between the policy targets, processes, and outcomes framed by MDGs 2 and 3.

Author

• Emily Anderson, The Pennsylvania State University