A Text Analysis On Unesco's Policies Of Gender Equality In Education In The 21^st Century

Education equity is an eternal theme in the history of education,and as a part of education equity ' s connotation,the importance of gender equality in education cannot be ignored.Since the United Nations Educational,Scientific and Cultural Organization(UNESCO)was founded in 1945,its belief has always been based on "education is people's basic rights".The UNESCO regards gender equality as a part of the basic human rights,and think that gender equality is the cornerstone to realize social justice and promote economic development,which is also one of the important factors achieving all international development goals.UNESCO makes great efforts and contributions on the development of gender equality in education,which has a huge influence on the development of international education equity.Based on this,UNESCO's policies of gender equality in education is worthy of further researching.The dissertation takes the UNESCO's policies of gender equality in education as the research object,and it addresses the following research contents:the background,main contents and discourse characteristics of the three typical texts;the discourse system of UNESCO's policies of gender equality in education.It employs text analysis and case study as research methods.Because the UNESCO released several policies about gender equality in education,we picked up the following three text to analyze after a review:Gender and education for all:the.leap to equality,Gender and EFA 2000-2015:achievements and challenges(gender summary),A guide for gender equality in teacher education policy and practices.Through the study of the review and analysis of the three texts,we found that the discourse system of UNESCO's policies of gender equality in education has two main features:1)different discourse systems' analysis frameworks of gender equality are fighting for their own voice,and the analysis frameworks are including "Women in Development","Gender and Development","Post-structuralism","Human Development".2)The relevant theories of "Human Development" framework,Capability approach has gradually gained the upper hand in the fight of voice.However,in order to guide the future development of UNESCO's gender equality policies in education,the Capability approach should be combined smoothly with other theories.