Amy North

• PhD
• Professor (Associate) at University College London

This chapter explores the relationship between education and development and how this has been considered in research and policy. The chapter discusses key issues regarding how this relationship has been understood, conceptualized and monitored. It pays particular attention to debates around gender equality and girls' education and how these have b...

Processes of migration are highly gendered. Who migrates, and how they experience migration, are affected by gender norms and relations in countries and communities of origin and of settlement, and the gendered nature of global and local labour markets, and these interact with education in often complex ways. In this chapter, we explore the ‘femini...

This open access book critically explores how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and international levels. Written by leading scholars and practitioners from across the globe, the book introduces the reader to how such interactions play ou...

We are at a moment of growing critical self-reflection in the field of development studies—heightened by debates on decolonization—that is opening up difficult conversations on teaching, learning and knowledge production for development studies education. This special issue augments these conversations and revisits development studies education wit...

This article considers findings from the ‘More Than Knowledge Transfer’ research project, which was concerned with understanding the personal and professional trajectories of alumni from postgraduate programmes in education and international development. The article reflects on qualitative data to explore four key questions: what alumni value about...

This open access book looks critically at how education, migration and development intersect and interact to shape people, communities, societies, ideas, values, and action at local, national and international levels. Written by leading scholars and practitioners based in Belgium, China, Columbia, Ethiopia, India, Lebanon, Mongolia, South Africa, t...

This paper explores the learning experiences and literacy practices of a group of female migrant domestic workers from Nepal, reporting on ethnographic data collected between 2008 and 2013. Drawing on the conceptualisation of literacy as a social practice, as well as the notion of translocational positionality, it examines the way in which the wome...

This paper was commissioned by the Global Education Monitoring Report Gender Review as background information to assist in drafting the 2018 GEM Report, Accountability in education: Meeting our commitments to gender equality in education. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) a...

Drawing on case-study research that examined initiatives which engaged with global aspirations to advance gender equality in schooling in Kenya and South Africa, this book looks at how global frameworks on gender, education and poverty are interpreted in local settings and the politics of implementation. It discusses the forms of global agreements...

This article is concerned with the literacy learning experiences of a group of female migrant domestic workers from Nepal and India who participated in weekly literacy support sessions at the Migrant Resource Centre in London. The article draws on qualitative research to explore the women’s engagement with different forms of learning, and considers...

This special issue brings to the forefront the complex educational challenges faced by migrants, refugees, and asylum seekers. It focuses on different ways of understanding equity in relation to education for/with refugees and migrants. The core articles gathered for the special issue originate from the Comparative Education Society in Europe (CESE...

This thesis is concerned with the literacy practices and learning experiences of a group of female migrant domestic workers from Nepal and India, who, between June 2008 and July 2011, attended an informal learning support group at the Migrant Resource Centre, London. It reports on the analysis of ethnographic data collected over this period through...

How to measure and track gender inequalities in education, identify interventions for equality, and evaluate and monitor these is central to much contemporary debate in policy and academic circles. It is widely acknowledged that we are into a second generation of discussions of measurement in which the limits and potential of the existing measures...

Over the last decades, studies exploring women's literacy have highlighted the way in which literacy practices are embedded within social norms and structures of power. This article draws on research with a group of female migrant domestic workers from Nepal who attended literacy support sessions at the Migrant Resource Centre in London. It explore...

The article examines how blame and disconnection from the lives of the poor feature in a nexus of ideas about implementing education policy articulated by education officials and teachers in Kenya. Three different approaches to understanding marginality are distinguished, each associated with a different process of setting a boundary concerning the...

: This article reviews ten years of political and analytical discussions regarding the global development agenda on girls’ schooling and gender equity. It considers struggles over the purpose and realizability of the global agenda, and attempts to widen frameworks to go beyond gender parity in access and enrollment. Drawing on a case study of one...

This paper explores understandings of gender equality and education and the nature of global goal and target setting, drawing on empirical data collected in central and local government departments in Kenya and South Africa reflecting on their implementation of Millennium Development Goal (MDG) 1, concerned with poverty, MDG 2, concerned with educa...

Bringing together analysis across different sectors, we review the implementation and achievements of the MDGs to date to identify cross cutting strengths and weaknesses as a basis for considering how they might be developed or replaced after 2015. Working from this and a definition of development as a dynamic process involving sustainable and equi...

Incl. bibl., abstract Gender equality in education has held a prominent position in global policy making over the last decade through international frameworks and declarations such as the Dakar framework of Action on Education for All and the Millennium Development Goals (MDGs). This paper draws on interviews conducted with participants who hold a...

Gender equity is one of the foundational principles of the national Department of Education, but there is not a shared understanding of its meaning. Based on interviews conducted in 2008 with officials in the Department of Education, we argue that there are two basic approaches to gender equity. The first, which we term "gender blind", equates equi...

Special issue. Incl. bibl., abstracts