An Analysis of Women’s Right to Education: A Case Study of I Am Malala_英语论文

摘要

受教育权是指人类的基本权利之一。根据1960年通过的联合国教科文组织《反教育歧视公约》，教育被定义为所有类型和级别的教育，包括受教育的机会、教育的标准和质量及受教育的条件。在女性主义发展极为迅速的时代，女性的受教育权更是成为人们研究的焦点。然而女性受教育的发展水平在全球范围内参差不平，不同地区的发展情况受到了经济、社会等因素的制约。保障女性的受教育权不仅有利于赋予女性更多的权利，并且对当地的经济、政治、文化、社会等各方面有促进的作用。论文选取《我是马拉拉》为例，运用Gayle Rubin的社会性别理论，George Herbert Mead提出、Ralph Linton等人补充说明的角色理论以及George Herbert Mead提出、Herbert Blumer等人发展的符号互动论，分析当今巴基斯坦，美国和中国女性受教育发展的差异，探究当前巴基斯坦女性受教育权无法实行的原因以及其他两个国家仍然存在的问题，最后通过对比和总结，提出保障及实施女性受教育权利的建议和展望。

关键字：女性受教育权  社会性别理论  角色理论  符号互动论  《我是马拉拉》

Abstract

Education has been considered as one of the most essential rights of human being. According to 1960 UNESCO Convention against Discrimination in Education, education is defined as “all types and levels of education, (including such) access to education, the standard and quality of education, and the conditions under which it is given.” In the rapidly developing age of feminism, women’s right to education has been a focus of public concern around the world. However, development levels of women’s right to education are different in the world because of economic factors, cultural factors and so on. Protecting women’s education right can not only empower females but also accelerate the development of the local economy, politics, culture and society. Based on Gender Theory from Gayle Rubin, Role Theory by George Herbert Mead and Ralph Linton and Symbolic Interactionism by George Herbert Mead and Herbert Blumer, this paper makes a case study on I Am Malala and analyzes the differences between Pakistan and other countries like China and America about women’s right to education. By analyzing the reasons that hinder the implementation of women’s right to education in the world, especially Pakistan in I Am Malala and problems that still exist in America and China, this paper gives some suggestions and expectations of women’s right to education in the end.

Key words: women’s right to education  Gender Theory  Role Theory  Symbolic Interactionism  I Am Malala

Contents

Chapter One  Introduction1

1.1  Background of The Thesis1 

1.2  Significance of The Thesis1 

1.3  Structure of The Thesis.2

1.4  Methodology of The Thesis2

Chapter Two  Literature Review.4

2.1  Previous Studies on Women’s Right to Education Abroad.4

2.2  Previous Studies on Women’s Right to Education at Home.5  

Chapter Three  Theoretical Framework6

3.1  Introduction.6

3.2  Gender Theory.6

3.3  Role Theory.7

3.4  Symbolic Interactionism.8

Chapter Four  Analysis to Women’s Right to Education.9

4.1  Brief Introduction to Malala and I Am Malala9

4.2  Different Situation of Women’s Education in Three Typical Countries11

4.2.1 The Current Situation of Women’s Education in Pakistan11

4.2.2 Gender Theory in American Women’s Education.14

4.2.3 Symbolic Interactionism and Role Theory in Women’s Education in China15

4.3  Meanings of Protecting and Improving Women’s Right to Education.17

Chapter Five  Conclusion19 

Bibliography 

Acknowledgements