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This chapter explores the colocation of ethnographic and discourse approaches in gender-focused research in comparative and international education. Drawing from the authors’ scholarship in the fields of girls’ education, women’s empowerment, and international education policy and development, this chapter highlights opportunities to interrogate culture in qualitative data through ethnographic and discourse approaches. The chapter concludes with reflection and future directions for these authors and for the field.

The human development and capability approach (HDCA) and its associated participatory method is receiving growing attention as a useful conceptual development for comparative international education. HDCA challenges the economism so prevalent in world development thinking and, instead, looks at development as a process of enhancing persons’ incrementally achieved substantive freedoms from deprivations. The centrality of the person replaces the centrality of income growth.

The application of HDCA to the study of the role of education that promotes social justice change is illustrated by using an empowerment-capability framework to the long-term study of the benefits of village schooling for rural girls in western China.

Using HDCA to identify influences on social change, we derive a much more nuanced and valuable multi-dimensional view of human development, which enables us to draw broad implications for more effective policy. National policies should use a multi-dimensional informational base including equality, sustainability, and non-market dimensions of well-being as well as market production.

For many communities of the South Pacific, traditional customary hierarchies favour men over other genders. In rural settings, where the majority of women have little agency or voice, and where land and resources are controlled by community leaders; there can be significant barriers for development initiatives to meaningfully progress gender objectives. For this reason, the intersections between gender and other factors that determine social position are important to consider in the South Pacific context if gender equality or equity is to be sustainably progressed. In this final book chapter, I refer to the applied learnings of the book’s six case studies and synthesis chapter to reflect upon the current theoretical framings of gender mainstreaming, women’s empowerment and intersectionality. I argue that in situations where funding is limited, or gender equality is one of the funding objectives often in combination with food security and poverty alleviation objectives, gender integration as a component of a gender mainstreaming process can lead to a transformation in gender norms and stereotypes. Given strong leadership and sustained funding and commitment, transformative projects that move towards alleviating gendered power structures are achievable in the South Pacific.

Women’s empowerment is a multidimensional concept that encompasses different aspects such as access to education, freedom to make vital decisions, labor market access, wages, and political participation, among others. In this research, the authors construct a multidimensional index of women’s empowerment that takes into account individual resources and achievements and analyze its evolution across countries using data from the United Nations Development Programme and the United Nations for 17 gender indicators across 96 countries over the period 1995–2015. By means of exploratory and confirmatory factor analysis, the authors identify three dimensions of women’s empowerment: reproductive health, economic participation, and basic education. In addition, the authors use cluster techniques to classify countries into four groups with similar behavior patterns in the different domains of women’s empowerment: a group of countries with high levels in the domains of reproductive health and basic education but with low levels in economic participation; a group of countries with high levels in the domains of reproductive health and economic participation that should pay attention to education; a group of countries with medium levels across the three dimensions of women’s empowerment, especially in reproductive health and economic participation; and a group of countries with low levels in all the dimensions of women’s empowerment, especially in reproductive health and basic education. The comparison of these different patterns serves to highlight the aspects in which improvements have been made or, on the contrary, to highlight the obstacles that are hindering the improvement of gender equality. Finally, the results suggest that advancements in women’s empowerment improve the countries’ level of development.

This chapter critically analyzes the disparity between presumptive theoretical and technical development literatures and local ways of inhabiting gender and conceptualizing justice in Yogyakarta, Indonesia. This study explores local understandings of sexual violence, gender, and justice to capture a picture of gender, victimhood, and agency that destabilizes hegemonic global narratives of widespread violence and oppression.

Dominant academic and policy literatures often rely on universalized framings of gender, sexual violence, and justice. Broader critiques of Western presuppositions regarding the lived realities of women’s experiences are necessary to bridge the gap between representation and reality.

Without understanding the lives and experiences of women like those in Yogyakarta, Indonesia, imported programs to improve women’s “access to justice” and to “empower” women fail to render an inclusive justice and, ironically, reinforce essentialized conceptions of gender that are themselves an obstacle to women’s empowerment.

The danger of perpetuating hollow myths of oppression and suffering necessitates a re-evaluation of how scholars and development professionals capture the complexity of gender, sexual violence, and conceptions of justice in Indonesia, as well as other countries in the Global South.

This study builds on existing critical literature to problematize global assumptions about sexual violence, and emphasizes how essentialized representations of the feminine as fixed and universally oppressed silence the myriad voices of women of Yogyakarta.

Purpose – Urban youths’ agency to represent their realities through media has been largely unexplored in the youth development literature. In this qualitative case study of an after-school youth media program in the Bay Area, expressions of youth agency and the role of audiences are explored during the process of producing videos for public consumption.

Methodology – As participant observer of 14 ethnically diverse youth participants aged between 15 and 18 years over 18 months, I documented (a) the kind of agencies participants engaged in and (b) the impact of live and imagined future audiences on youths’ creative processes. Analyses of field notes, semi-structured interviews, and media projects were conducted using thematic analysis to inductively generate emerging categories.

Findings – Themes included an agentive sense of self-efficacy, commitment, and responsibility, as well as perceived contributions to local audiences and an emerging collective identity. The youth demonstrated their increased sense of a social or civic duty to realistically represent youth of color to familiar and unfamiliar audiences.

Implications – This case study demonstrated how one youth media organization fostered agency through youth authorship, production, distribution, and local community dialogue. By documenting the impact of audiences from conception to public reception, this study provides valuable insight into the agentive process of publicly “performing” a commitment to complete a social change video project.

Contribution – This chapter underscores the value of performance within youth development programs and the critical component of audiences as one form of authentic assessment in order to foster individual and collective agency.

The economic literature on labor migration has incorporated insights from various disciplines with regard to content and method, although the representation of migrants has not fully moved away from the neoliberal, market-dominated framework. This paper addresses the issue of women migrant workers using the particular example of Sri Lankan migrant women workers to the Middle East. It aims to highlight the need for more diversity in economic research without which conceptual representation, as well as empirical reach, is limited.

After a brief overview of the representation of migrants in economic literature, I develop the concept of vulnerability. I refer to qualitative and quantitative analyses on Sri Lankan migrant women workers to the Middle East from a variety of disciplines in order to differentiate the “vulnerable,” that is, the workers in need of protection, from the “vulnerabilities.” The latter concept refers to the debilitating effects on workers, produced by market forces, which are often perpetuated by underlying assumptions, as well as policies. A broader, inter-disciplinary perspective, which considers the agency of women, can go a long way toward removing some of the limitations and preconceptions ingrained in most economic representation. This in turn could help to improve the protection of the vulnerable and empower them to better face market forces.

Rural schools have typically been strong on community but weak on professional learning. Their small size and geographical isolation have meant that much of the recent reform movement focused on professional learning communities has passed them by. But there is no reason why rural educators cannot participate in professional learning networks (PLNs) and benefit from heightened levels of collegiality that can be experienced across schools. However, intentional design for deeper collaborative work and face-to-face connection is necessary for PLN members to reap the benefits from increased professional capital and teacher leadership opportunities. This chapter describes the work of the Northwest Rural Innovation and Student Engagement (NW RISE) network in the United States. NW RISE brings together rural educators in gatherings that take place every six months, helps them to form “job-alike” groups focused on academic subject matter or cross-contextual themes, and provides support for shared curriculum design. This chapter describes how rural educators have seized upon the resources in NW RISE to promote student engagement and to develop their professional capacity across the network’s schools.