Kay Standing

• Liverpool John Moores University

Introduction and overview of the book Experiences of Menstruation from the Global South and North

Overview Understanding the social context of menstruation is key for both health benefits and social justice. The volume has highlighted the diversity, breadth, and depth of menstruation research and experiences across the globe. There has been a growth of awareness and global activism, with the establishment of menstrual networks and a more inclus...

Violence against women and girls (VAWG) often increases after disasters and humanitarian crises. This article presents evidence from Nepal, a country where notable progress has been made on gender equality, but where VAWG continues to be an endemic. The 2015 April earthquake in Nepal led to an increase in reporting of VAWG, and women and girls in c...

Violence against women and girls (VAWG), including sexual violence, can increase after natural disasters. This article provides evidence from Nepal, a country where progress has been made on gender equality but VAWG remains an endemic problem. Research since the earthquakes involving women activists and non-government organisations indicates the co...

This article focuses on the key lessons learnt from interviewing 33 women in Nepal. It examines the importance of the support of parents and the extended family in enabling girls to both enter, and proceed, in education at all levels. It also highlights the work of Global Action Nepal in promoting gender and child-friendly schools. The findings dis...

The article focuses on the impact on children, schools and education during the 10 year conflict in Nepal and raises questions for further research on schooling in the post-conflict era. The article is based on research undertaken as part of a British Council funded Higher Education Link. Focus group discussions and interviews were conducted with s...

This article presents data from a project exploring women's experiences of work and care. It focuses primarily on work–life balance as a problematic concept. Social and economic transformations across advanced post-industrial economies have resulted in concerns about how individuals manage their lives across the two spheres of work and family and a...

A growing body of evidence looks at violence and harm caused to women working in lap dancing clubs. However, little attention has been paid to the wider impact of the licensing of sex entertainment venues (SEVs) on women's sense of safety and well-being in city centres where they are concentrated. This article contributes to the debate around the l...

Despite human rights abuses, the ten-year conflict in Nepal brought aspects of empowerment to women, changing their role in the family and community, as women became active outside the home, challenged the security forces, and began to assert their rights as citizens. Drawing on a research project into the participation of women in community develo...

This article focuses on the impact on schools and schooling of the ten-year ‘People’s War’ in Nepal between 1997 and 2007. It draws on research conducted in schools under a British Council funded Higher Education link1 from 2000 to 2006. In particular, we examine the role that education played in creating and sustaining the conflict in Nepal owing...

Combining work and life is central to women's participation in the labour market. Work life balance has been a key objective of UK and Dutch policy since the 1990s, but policies created at the national level do not always connect with the day to day experiences of women juggling caring and domestic responsibilities with paid work. Using qualitative...

At the same time as the number of lone mother families has been increasing, education policy has demanded more involvement in children's schooling from ‘parents’ (i.e., mothers). Social policy in this area is inherently contradictory, encouraging lone mothers into paid employment on the one hand, whilst imploring mothers to ‘help’ in (and out o...

Parental involvement in schooling is currently advocated by both education policy and theorists in the UK as a solution to 'falling' educational standards. However, this parental involvement is presented as ungendered, with no recognition that the work required of mothers by schools is difficult to do under conditions of sole supporting mothering a...

At the same time as the number of lone-mother families living on low incomes has increased (Department of Social Security, 1993), schools and education policy in the UK has demanded the greater involvement of parents in their children’s schooling (Department of Education, 1994). Parental involvement, however, is presented as an ungendered concept —...

The growth of market forces and the rhetoric of 'choice' in education ignores economic and cultural differences between parents, especially the implications for lone mothers on low incomes, by assuming everyone has equal access to resources. Social, economic and education policies com bine to constrain and limit the involvement and 'choice' lone mo...

Qualitative data from a range of funded studies were brought together to consider questions of how mothers manage the education of their children. The edited collection are all essays from women in higher education, organized around two major themes: diversity, equity, and change, and feminism in the academy, and with an emphasis on these issues in...