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Book part
Publication date: 22 November 2019

Magali N. Alloatti

Women’s economic empowerment (WEE) has become a crucial part of national and international policy-making agendas in the last decades. It has also developed into a field of study…

Abstract

Women’s economic empowerment (WEE) has become a crucial part of national and international policy-making agendas in the last decades. It has also developed into a field of study and knowledge production promoted and advanced by international organizations and some academic centers. Through the formulation and implementation of programs, these organizations seek to promote such empowerment. Evaluation is a crucial part of the process, assessing the results of interventions in local, regional and national settings. This book chapter aims to critically discuss the role of subjective measurement and the importance of context in these evaluations. Specifically, the status of subjective measurement, their implementation through qualitative methods and how they contribute to understanding context. Firstly, the author offers a brief reflection on the emergence of the subject as a goal and a field. Secondly, the author succinctly discusses a theoretical framework on power, (dis)empowerment and gender relations. In the third section, the author examines three reports that contribute significantly to the current debate on WEE through empirical studies, reviews and analysis. In the discussion section, the author focuses on three points that are used to connect those reports, highlighting their differences and contributions. The final remarks reflect on the importance and advantages of including subjective measurement and the significance of context in our pursuit of ending gender inequality.

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Gender and Practice: Knowledge, Policy, Organizations
Type: Book
ISBN: 978-1-83867-388-8

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Book part
Publication date: 30 December 2011

Tiedan Huang and Alexander W. Wiseman

Tingting Qi's chapter titled, “Moving toward Decentralization? Changing Education Governance in China After 1985,” provides the historical and policy context for the volume. This…

Abstract

Tingting Qi's chapter titled, “Moving toward Decentralization? Changing Education Governance in China After 1985,” provides the historical and policy context for the volume. This chapter integrates the post-1978 Chinese educational reforms into the socioeconomic context of China. The special contribution of this chapter is that it explores the complexity of educational decentralization in China through an in-depth analysis of changes in education finance, administration, and curriculum. Qi reviews prior studies, government documents, laws, and regulations related to Chinese education reform since 1978 within the context of education decentralization in China. Qi also demonstrates that China's educational policy reforms are moving China toward “centralized decentralization” because decentralization is driven by a common, centralized national goal of economic modernization. The chapter presents evidence that “centralized decentralization” is a strategic maneuver that maintains centralized control while providing the reform legitimacy of decentralization. By focusing on decentralization as the core of Chinese educational policy reforms, this chapter situates the following chapters within the social, cultural, and political context of post-1978 China.

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The Impact and Transformation of Education Policy in China
Type: Book
ISBN: 978-1-78052-186-2

Book part
Publication date: 30 December 2011

Tingting Qi

This chapter integrates current Chinese education reform into the unique socioeconomic context of China in a transitional time and explores the complexity of education…

Abstract

This chapter integrates current Chinese education reform into the unique socioeconomic context of China in a transitional time and explores the complexity of education decentralization in China through an in-depth analysis on changes in education finance, administration, and curriculum development. Mark Hanson's theory of education decentralization is cited to build a conceptual framework for examining education decentralization in China. Previous studies, government documents, laws, and regulations related to the current wave of Chinese education reform are reviewed to capture a true picture of education decentralization in China. In investigating the background, actual actions, and motive of the current Chinese education reform, the chapter demonstrates that the on-going Chinese education reform is moving toward a centralized decentralization. Linking education with the unified national goal of economic modernization, the paradoxical mixture of centralization and decentralization is a strategic means to avoid loss of centralized control. Literature on decentralization reform in Chinese education primarily concentrates on changed Chinese education policies in the reform. This chapter places the focus on the contextual factors that shape the decentralization trend in current reform.

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The Impact and Transformation of Education Policy in China
Type: Book
ISBN: 978-1-78052-186-2

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Book part
Publication date: 22 November 2021

Ravi S. Kudesia and Tingting Lang

Routines are the very material of human organization. But there is little guarantee that routines will be enacted flexibly enough to ensure that organization survives. Mindfulness…

Abstract

Routines are the very material of human organization. But there is little guarantee that routines will be enacted flexibly enough to ensure that organization survives. Mindfulness has been offered as a guarantor of sorts, but it remains unclear exactly what people mean by mindfulness and how mindfulness might relate to routines. This chapter reviews evolving conceptions of mindfulness and routines—from Langer’s early work to routine dynamics to Levinthal and Rerup’s seminal debate with Weick and Sutcliffe. It puts forth the argument that the recent theory of mindfulness as metacognitive practice retains important insights from throughout this conceptual evolution, while resolving ambiguity and debate about the relation between mindfulness and routines in at least four critical areas related to agency, duality, flexibility, and social organization. This resolution, in turn, opens up further avenues to understand the social processes by which people come to understand their minds—and how this understanding embeds within organization itself.

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Thinking about Cognition
Type: Book
ISBN: 978-1-80117-824-2

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Book part
Publication date: 30 December 2011

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The Impact and Transformation of Education Policy in China
Type: Book
ISBN: 978-1-78052-186-2

Book part
Publication date: 30 December 2011

Chentong Chen is an undergraduate at Nanjing Normal University studying law and English. She has research interests in education policy, education assessment and evaluation, and…

Abstract

Chentong Chen is an undergraduate at Nanjing Normal University studying law and English. She has research interests in education policy, education assessment and evaluation, and child development. She is currently working on two research projects: policy issues related to the college entrance exam in China, and theories and practice of preschool assessment in the U.S.

Details

The Impact and Transformation of Education Policy in China
Type: Book
ISBN: 978-1-78052-186-2

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