International development efforts aimed at improving girls’ lives and education have been well-intended, somewhat effective, but ultimately short-sighted and incomplete. This is because international development efforts often operate under a reductive understanding of the term 'gender' and how it influences the lives of girls and boys. Gender is more commonly conceived by international efforts as characteristics which are ascribed to girls as norms for behaviour. In particular, the analysis in Gender Trouble Makers focuses on the social constructions of gender and the ways in which gender was reinforced and maintained through a case study in rural Nepal. In developing countries like Nepal, promoting access to and participation in existing formal education programme is clearly necessary, but it is not, in itself, sufficient to transform gender power relations in the broader society. When gender is properly addressed as a process, then all stakeholders involved - researchers, governmental officials, and community members - can begin to understand and devise more effective ways to increase both girl and boy students’ enrollment, participation, and success in school.

International development efforts aimed at improving girls’ lives and education have been well-intended, somewhat effective, but ultimately short-sighted and incomplete. This is because international development efforts often operate under a reductive understanding of the term 'gender' and how it influences the lives of girls and boys. Gender is more commonly conceived by international efforts as characteristics which are ascribed to girls as norms for behaviour. In particular, the analysis in Gender Trouble Makers focuses on the social constructions of gender and the ways in which gender was reinforced and maintained through a case study in rural Nepal. In developing countries like Nepal, promoting access to and participation in existing formal education programme is clearly necessary, but it is not, in itself, sufficient to transform gender power relations in the broader society. When gender is properly addressed as a process, then all stakeholders involved - researchers, governmental officials, and community members - can begin to understand and devise more effective ways to increase both girl and boy students’ enrollment, participation, and success in school.

Meet twenty-one women throughout history who broke fashion and norms to do something groundbreaking in this unique middle-grade collection that celebrates trailblazers and troublemakers. Girls and women have historically been denied access to work, been blocked from the arts, refused the opportunity to lead and fight, and much more, simply because of their gender. From Hatshepsut to Joan of Arc to Frida Kahlo, Troublemakers in Trousers highlights twenty-one women who, for different reasons, wore men’s clothing, pretended to be men, and broke the rules in order to do something they wanted—or needed—to do. The perfect modern-day introduction to women throughout history who broke boundaries and pushed the limits set by society.

A radical educator's paradigm-shifting inquiry into the accepted, normal demands of school, as illuminated by moving portraits of four young "problem children" In this dazzling debut, Carla Shalaby, a former elementary school teacher, explores the everyday lives of four young "troublemakers," challenging the ways we identify and understand so-called problem children. Time and again, we make seemingly endless efforts to moderate, punish, and even medicate our children, when we should instead be concerned with transforming the very nature of our institutions, systems, and structures, large and small. Through delicately crafted portraits of these memorable children—Zora, Lucas, Sean, and Marcus—Troublemakers allows us to see school through the eyes of those who know firsthand what it means to be labeled a problem. From Zora's proud individuality to Marcus's open willfulness, from Sean's struggle with authority to Lucas's tenacious imagination, comes profound insight—for educators and parents alike—into how schools engender, exclude, and then try to erase trouble, right along with the young people accused of making it. And although the harsh disciplining of adolescent behavior has been called out as part of a school-to-prison pipeline, the children we meet in these pages demonstrate how a child's path to excessive punishment and exclusion in fact begins at a much younger age. Shalaby's empathetic, discerning, and elegant prose gives us a deeply textured look at what noncompliance signals about the environments we require students to adapt to in our schools. Both urgent and timely, this paradigm-shifting book challenges our typical expectations for young children and with principled affection reveals how these demands—despite good intentions—work to undermine the pursuit of a free and just society.

With intellectual reference points that include Foucault and Freud, Wittig, Kristeva and Irigaray, this is one of the most talked-about scholarly works of the past fifty years and is perhaps the essential work of contemporary feminist thought.

"Through her probing interviews with 20 visionary change-makers, Katharine Henderson has illuminated the path to ethical action and personified the transformative possibilities of leadership."--Letty Cottin Pogrebin, cofounder of "Ms" magazine.

An illustrated children's storybook featuring people of faith who rocked the religious boat on behalf of love and justice.