Gail P. Kelly

Women's Higher Education in Comparative Perspective.

One: The Status of Women in Higher Education.- 1. Women and higher education: Trends and perspectives.- Two: Politics and Policies in Nation States.- 2. Womens education in the U.S.S.R.: 1950-1985.- 3. Continuity and change in womens access to higher education in the Peoples Republic of China, 1930-1980.- 4. Women in higher education in Africa: Access and choices.- 5. Feminist reflections on the Peruvian university politics.- 6. Public and higher education policies influencing African-American women.- 7. Educational reforms - Womens life patterns: A Swedish case study.- 8. Public-private tendencies within higher education in Norway from a womens perspective.- 9. Women in higher education: Effects of crises and change.- Three: Women in the Academic Workforce and the Economy.- 10. Women in the academic profession: Evolution or stagnation?.- 11. Women at the top: Female full professors in higher education in Israel.- 12. The situation of women in research universities in the United States: Within the inner circles of academic power.- 13. Influences on womens entry into male-dominated occupations.- 14. Access, equity, and outcomes: Women students participation in Nigerian higher education.- 15. Study abroad: A competitive edge for women?.- 16. Gender, wages and the labour market for tertiary graduates in Australia.- Four: Looking for Alternatives in Higher Education: Womens Studies.- 17. Feminist scholarship and the American Academy.- 18. Feminist scholarship as a vocation.- 19. Integrating women into the curriculum: Multiple motives and mixed emotions.- 20. Womens Studies in India.- Five: Bibliography.- Women and higher education: A bibliography.

Education and equality: Comparative perspectives on the expansion of education and women in the post-war period

Abstract This article surveys the expansion of womens primary, secondary and higher education enrollments worldwide in the post-war period and asks if that expansion led to equality of access, process, outcome and output with males. While equality of access to education has been achieved in a number of countries, even to higher education, women do not receive the same quality and kind of education as do men. As educational opportunity expands for women, greater differentiation between male and female schooling appears to occur. The article also looks at the labor force and political outcomes of womens education and asks if they have changed as a result of changed womens educational opportunity. While womens educational enrollments have expanded, there have been few changes in womens participation in the labor force; in fact in Third World countries there has been an erosion in female employment. Womens income relative to mens has remained stagnant and in many countries changes in womens educational levels have been accompanied by progressive political disenfranchisement.

Women and higher education: Trends and perspectives

During the past century, women in most countries of the world have gained at least some access to higher education. As was the case with suffrage and the ability to hold property, access to higher education was a right that was essential if women were to gain some independence vis a vis men. Indeed, higher education was often thought to be the mechanism that would prepare women, in an orderly and rational manner, for participation in the public sphere. Through qualifications and credentials secured through the higher learning, women would equip themselves for all manner of professional positions, entering the market place and political arena with the same advantages as men.

The Presentation of Indigenous Society in the Schools of French West Africa and Indochina, 1918 to 1938

The historiography of French colonial educational policy and practice has advanced considerably over the past decade. Not long ago W. Bryant Mum-fords allegation, “Africans learn to be French,” was taken literally, and most scholars presumed that France, either out of cultural arrogance or blind reflex, brought metropolitan schooling in undiluted form to her colonies. We know better now. Recent studies of education in French West Africa and Indochina have suggested that colonial schools were not only adapted to the colonial context, but taught the students a great deal about their own societies. This article focuses on the knowledge that the two basic school levels, the elementary and primary, distributed about indigenous society in two French colonial federations—French West Africa and Indochina—in the period 1918–38 and speculates as to why the content and distribution of that knowledge took the forms they did. The discussion is based on analysis of texts in use in the primary schools, government curriculum guides, and student school notebooks. It begins with a brief survey of the structure of the educational system and curriculum of the schools as a whole, then proceeds to an analysis of the presentation of indigenous society in the schools.

Conflict in the Classroom: a case study from Vietnam, 1918‐38

Abstract This article is a case study of colonial Vietnam in the period 1918 to 1938. It argues that the conflicts in the classroom and over the schools mirror those which take place in the society. In the case of colonial Vietnam, struggles over curriculum and the use of education were tied organically to class and national liberation movements. In colonial Vietnam village schools were part of class conflict between the peasantry, Vietnamese landlords and French colonisers. In elite schools conflict characterised relations between Vietnamese aspiring elites, French petty functionaries, Vietnamese collaborators with the French and the colonial state. The conflicts over and in the schools in colonial Vietnam did have an impact on changing existing social relations because they were tied to broader social movements. This case study also demonstrates that resistance to the reproduction of social class relations characterises a range of struggles and is not confined necessarily to the working class.

Feminist scholarship and the American Academy

The decades of the 1960s and 1970s were ones of social and political change in the United States. They were characterized by the civil rights struggles of African Americans, protests against American involvement abroad, particularly in Southeast Asia, and the rebirth of the women’s movement. These movements questioned established authority and many cherished institutional values. A significant number of those involved in the social and political activism of those decades were professors and students who challenged their colleges and universities to respond to and participate actively in changing oppressive social conditions. The 1960s and 1970s were times of intellectual ferment on the nation’s campuses, as higher education was charged with complicity in serving to keep women and minorities in subservient positions in society, and in developing the technology and expertise to maintain American imperialism and adventurism abroad.