@article{oai:icu.repo.nii.ac.jp:00002295,
 author = {西村, 幹子},
 issue = {54},
 journal = {教育研究},
 month = {Mar},
 note = {サブサハラアフリカにおいては社会・文化的な価値観や慣行と貧困がジェンダーと教育に複雑に影響している。国際目標で掲げられている初等教育の完全普及は，男女間の就学状況などの量的な差を測るジェンダー・パリティを主要な指標としてモニタリングされているが，男女が社会の中でどのように位置づけられ，学校内外でいかに制約を受けているかに注目しなければ，国際目標は各社会において具体的な意味を持つことが難しい。ウガンダはジェンダー・パリティを達成しているが，女子の継続的な就学や学習過程は様々な社会経済文化的要因に規定されている。また，教員，生徒，親，社会の様々な構成員が持つジェンダー観は，家庭と学校における役割分担を介して，男女の学習過程や学力に影響している。真にジェンダー平等な教育の実現のためには，外部や上位からの政策としてではなく，各社会においてジェンダー平等の意味が問われなければならない。

Cultural values, practices, and poverty have a complex effect on gender and education in sub-Saharan Africa. Cultural practices such as early marriage and various cultural values and domestic labor, placed on girls, inhibit them from continuing schooling and excelling in school. While gender parity is used to monitor gender-related goals such as universal primary education, such goals are likely to remain elusive unless one considers how men and women are situated in society, with constraints within and outside schools. Whereas Uganda has achieved gender parity in primary enrollment, gender equality is yet to be achieved in the learning environment, processes, and outcomes. A quantitative analysis employing large-scale panel datashows that the socio-economic factors have more influence on completion, repetition, and dropout of girls than on those of boys. Gender perceptions held by teachers, pupils, parents, and various members of the society have an impact on learning processes and achievement through gender roles at home and in school. These values and practices further intensify stereotypes among teachers and pupils concerning the alleged lower intelligence of girls and women. There has also been a theoretical debate on the appropriateness of the application of Western feminist theories to Africa and the necessity to contextualize gender and education issues. While many projects and programs have been implemented to address gender issues in education exerting an external or top-down policy influence, gender equality in education will only become genuine and meaningful when each society seeks its essential meaning.},
 pages = {13--25},
 title = {サブサハラアフリカにおけるジェンダーと基礎教育 ―ジェンダー・パリティからジェンダー平等へ―},
 year = {2012}
}