This book provides empirical evidence from Kenya, Tanzania and Mozambique and from different production systems of the importance of livestock as an asset to women and their participation in livestock and livestock product markets. It explores the issues of intra-household income management and economic benefits of livestock markets to women, focusing on how types of markets, the types of products and women’s participation in markets influence their access to livestock income. The book further analyses the role of livestock ownership, especially women’s ownership of livestock, in influencing household food security though increasing household dietary diversity and food adequacy. Additional issues addressed include access to resources, information and financial services to enable women more effectively to participate in livestock production and marketing, and some of the factors that influence this access. Practical strategies for increasing women’s market participation and access to information and services are discussed. The book ends with recommendations on how to mainstream gender in livestock research and development if livestock are to serve as a pathway out of poverty for the poor and especially for women.

The book focuses on the ways in which gendered and sexualised systems of power are produced in educational settings that are framed by broader social and cultural processes, both of which shape and are shaped by children and young people as they interact with each other. All these nuanced features of gender and sexuality are vital if we are to understand inequalities and violence, and fundamental to our three-ply yarn approach in this book. Focusing on the South African context, but with international relevance, the authors adopt the metaphor of the three-ply yarn (Jordan-Young, 2010): these being the cross-cutting themes of gender, sexuality and violence. Subsequently, the book illustrates the intimate ties that bind gender and sexuality with the social and cultural dimensions of violence, as experienced in educational settings.

Provides a new perspective on the struggle against apartheid, and contributes to key debates in South African history, gender inequality, sexual violence, and the legacies of the liberation struggle.

Internationally, there is growing awareness that the target of Education for All by 2015 will not be met unless more strident efforts are made to improve access for marginalized, hard-to-reach children (most often girls). For almost four decades gender equality in education has been one of the key global concerns and as a result various organizations at national and international levels along with governments have initiated programs focusing on achieving gender equality, women’s empowerment and improving girls’ access to education. By focusing on access alone (i.e. gender parity) we may not understand how education can be used to achieve empowerment and influence cultural practices that are gender insensitive. In this volume we attempt to call into question the content of gender equality as simple parity and in doing so we reflect upon the following questions: • Do the global (macro) discourses on gender equality in education lead to a focus on numbers only or to more profound sustainable changes at the national (meso) level and the school (micro) level? • To what extent have national policies been adjusted to reflect the global discourses on gender equality? • Are schools/classrooms (micro) expected to adjust to these global discourses and if so in what ways has this happened? • What are the challenges of providing access to good quality education for girls in both countries? • Is there a dichotomy between the schools/classrooms on the one hand and the community on the other in terms of gender equality/equity? • To what extent is gender equality/equity imposed upon schools and communities and does it take into account the cultural practices in traditional communities? Key words: Gender equality, education, Global vs. local concerns 3 selling points: • The volume highlights that although research has shown how global educational policies homogenize national educational policies and are therefore playing what can be termed a neo-colonial role in identifying pivotal themes and topics in education across the world such as gender equality, literacy and quality education in local contexts, they are often steeped in a Western logic which is not always culturally relevant or conducive. Making global recommendations for education across cultures and places is thus not always unproblematic. • The volume highlights that a push for girls’ schooling must navigate wisely in sensitive terrain where complex contextual aspects must be understood and taken into account. Girls’ attendance and retention in school are important first steps in the struggle for epistemic access, but must be followed by serious deliberations about what kind of school and what kind of knowledge in the schools is appropriate, and about equality and equity. • The volume attempts to understand how the global gender goals in education affect both local policies and local practice and in doing so it attempts to question the simple focus on access only.

This study looks at womens stuggle in Southern Africa where the last ten years have seen the most pervasive success stories on the African continent.Tracing the history of womens involvement in anti-colonial struggles and against apartheid, the book analyses post-colonial outcomes and examines the strategies employed by womens movements to gain a foothold in politics.