chapter  6
Reframing gender and education for the post-2015 agenda: a critical capability approach
ByJoan DeJaeghere
Pages 15

The large and diverse body of scholarship and practice on gender, education and development illustrates how the field is shaped by divergent paradigms, discourses and methodologies that frame gender equality. Studies on gender and education draw on empiricist and economic, Marxist and critical, sociocultural and interpretative, and postcolonial and antifoundational perspectives. Despite these diverse paradigms, the development agenda is dominated by an assumption of universalism in which redistributing access and completion of education will foster gender equality universally; by extension, gender equality will promote other development goals.