Frictions that activate change: dynamics of global to local non-governmental organizations for female education and empowerment in China, India, and Pakistan*

  title={Frictions that activate change: dynamics of global to local non-governmental organizations for female education and empowerment in China, India, and Pakistan*},
  author={Vilma Seeberg and Supriya Baily and Asima Mehboob Khan and Heidi A. Ross and Yimin Wang and Payal Shah and Lei Wang},
  journal={Asia Pacific Journal of Education},
  pages={232 - 247}
Abstract This article examines how non-governmental organizations create resources and spaces for girls and women’s education and empowerment in China, India and Pakistan – in the context of global expectations and local state relations as well as cultural norms. We examine the dynamics that foster female empowerment associated with educational attainment. Analysis showed that the five NGO’s responses to enabling and constraining local needs and demands gave rise to productive friction that… 
2 Citations
Writing against culture: unveiling education and modernity for Hindu Indian and Muslim Pakistani women through an ‘ethnography of the particular’
Abstract In this article, we analyze our experiences engaging in a collaborative ethnographic project. This project brings together two ethnographic studies undertaken independently from the other in


Girls' Education and Discursive Spaces for Empowerment: Perspectives from Rural India
This article examines a national girls' education program and its role in addressing gender inequality in the Indian state of Gujarat. In 2004, the Ministry of Education, Government of India, enacted
Schooling, Jobbing, Marrying: What's a Girl to do to Make Life Better? Empowerment Capabilities of Girls at the Margins of Globalization in China
Though girls' education is a well-established part of the anti-poverty canon, its importance in the lives of girls on the margins of China's globalization is more complex than a utility approach
Identifying Structural Changes From Within: Emancipatory Narratives Exploring Community Constraints to Women’s Education and Empowerment in Rural India
Using a critical theory framework, the article explores emancipatory narratives obtained through a case study of women in rural India. In-depth interviews, focus group conversations, observations,
Do Village Girls Gain Empowering Capabilities through Schooling and What Functionings Do They Value
This paper explores the relationship between girls’ schooling and empowerment in western China in the first decade of the 21st century. This paper adopted a capability-empowerment framework based on
Girls’ Schooling Empowerment in Rural China: Identifying Capabilities and Social Change in the Village
  • Vilma Seeberg
  • Economics, Education
    Comparative Education Review
  • 2014
This study proposes an elaboration of the human development capability approach by theorizing empowerment capabilities as an essential aspect of the education of excluded village girls. Seeking to
Gender Myths that Instrumentalise Women: A View from the Indian Frontline
Religious fundamentalism and neo-liberal economic reforms are converting poor grassroots women in India into both agents and instruments in a process of their own disempowerment. Though these forces
Conceptualizing Government-Organized Non-Governmental Organizations
ABSTRACT This article offers a conceptual framework to identify and analyse the contemporary behaviour of the paradoxical government-organized, non-governmental organization (GONGO). We discuss how
Catalysing educational development or institutionalising external influence? Donors, civil society and educational policy formation in Nepal
Recent pronouncements on the benefits of enlisting civil society in educational development have so far not attracted adequate scholarly analyses. This paper therefore seeks to present a critical
Women's Education in Developing Countries: Barriers, Benefits and Policies
Despite the great expansion of educational opportunities worldwide during the past thirty years, women in most developing countries still receive less schooling than men. Yet there is compelling