ERIC Number: ED420556
Record Type: RIE
Publication Date: 1995
Women and Culture.
Sweetman, Caroline, Ed.
Gender and Development, v3 n1 Feb 1995
This issue examines the implications of culture on gender and development work. The power of culture is of profound importance in understanding ourselves, others, gender relations and development. The twelve essays address some aspects of gender relations and the power structure of society. Chapters include: (1) "Editorial" (Caroline Sweetman); (2) "Thinking about 'Culture': Some Program Pointers" (Seble Dawit; Abena Busia); (3) "Gender Relations, Development, and Culture" (Maitrayee Mukhopadhayay); (4) "NGOs, Gender, Culture and Multiculturalism: A Zimbabwean View" (Colleta Chitsike); (5) "Challenging Cultural Constraints: A Personal Testimony" (Rehana Khatun Adeer talks to Liz Clayton); (6) "Working with a Radical Agenda: the Musasa Project, Zimbabwe" (Sheelagh Stewart); (7)"Women, Conflict, and Culture in Former Yugoslavia" (Jovanka Stojsavljevic); (8) "The Rise of Religious Fundamentalism in Britain: The Experience of Women Against Fundamentalism" (Sue Katz); (9) "Culture and the Law in Islam" (Women Living under Muslim Law); (10) "Institutional Opposition to Gender-Sensitive Development: Learning To Answer Back" (Sara Hlupekile Longwe); (11) "Fempress: A Communication Strategy for Women" (Adriana Santa Cruz); and (12) "'I, Black Women, Resist': Interview with Alzira Rufino" (Katrina Payne). Additional resources for further information and a book review, "Colour, Class and Country: Experiences of Gender (editors Gay Yong and Bette Dickerson) conclude the text. (EH)
Descriptors: Access to Education, Comparative Education, Culture, Developing Nations, Females, Feminism, Foreign Countries, Global Education, Multicultural Education, Sex Discrimination, Sex Fairness, Womens Education, Womens Studies
Humanities Press International, Inc., 165 First Avenue, Atlantic Highlands, NJ 07716-1289, telephone: 732-872-1441 ($12.95).
Publication Type: Collected Works - Serials; Reports - Descriptive
Education Level: N/A
Authoring Institution: Oxfam, Oxford (England). Education Dept.