Gendered representations in Jordanian textbooks: A combined quantitative and qualitative analysis based on UNESCO guidelines for the promotion of gender equality-Reference-Cited by-同舟云学术

Gendered representations in Jordanian textbooks: A combined quantitative and qualitative analysis based on UNESCO guidelines for the promotion of gender equality

Published:2022-06-23 Issue:1 Volume:9 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Edres Nijmi¹^ORCID

Affiliation:

1. Department 'Knowledge in Transition, Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut, Braunschweig, Germany

Funder

Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2022.2059826

Reference60 articles.

1. Abbott, P. (2017). In Gender In Egypt, Iraq, Jordan, Libya, Morocco And Tunisia in: Gender Equality and Mena Women’s Empowerment in the Aftermath ofthe 2011 Arab Uprisings. Arab Transformations Working Paper (10). Retrieved 15 04 2022, from. http://dx.doi.org/10.2139/ssrn.2902890

2. Abu Jaber, M. 2014. ‘breaking through glass doors: A gender analysis of womenomics in the jordanian national curriculum’. Working papers, Echidna global scholars, Center for Universal Education. RetrievedDecember 18 2020, from. https://www.brookings.edu/wp-content/uploads/2016/06/echidnaabu-jaber2014web.pdf

3. Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others

4. DIALECTS OF WOMEN'S EMPOWERMENT: THE INTERNATIONAL CIRCUITRY OF THEARAB HUMAN DEVELOPMENT REPORT 2005

5. Gendered Paradoxes

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