Economic and Social Rights for Women

Bibliography compiled by Jody Ranck
December, 1996

G

 Gasper, Des (1996). Culture and Development Ethics: Needs, Women' s Rights, and Western Theories. Development and Change, 27:627-661.

H

 Halvorsen, Kate. "Notes on the realization of the human right to education." Human Rights Quarterly, v12, n3 (August, 1990):341-364.

Ho, Laura; Powell, Catherine; Volpp, Leti. "(Dis)assembling rights of women workers along the global assembly line: human rights and the garment industry." (Symposium: Political Lawyering: Conversations on Progressive Social Change) Harvard Civil Rights-Civil Liberties Law Review v31, n2 (Summer, 1996):383-414.

Abstract:
The transnational nature of the garment industry in the 1990s requires flexible and innovative strategies to protect workers' human rights. The traditional separate global-local approach is an outdated paradigm. Extraterritorially-applied US labor laws, public international law, and US trade laws, as well as NAFTA, GATT, and World Trade Organization provisions can be used to protect these workers. Union and corporate codes of conduct are also useful. Organized workers, activists, and consumers can bring an end to the abuses of global assembly line sweatshops.

K

 Kirikubinza Tibatemwa, Lilian (1995). "Property Rights, Institutional Credit and the Gender Question in Uganda." East African Journal of Peace and Human Rights. 2(1):68.

M

 Matus Madrid, Veronica (1995). "Research on the Formulation of Gender Indicators in the Human Rights Movement in Latin America." Mas alla del Derecho-Beyond Law, 5(13): August,1995.

N

 Nussbaum, Martha and Jonathan Glover (1995). Women, Culture and Development. A Study of Human Capabilities. Oxford University Press, Oxford.

S

 Sankowski, Edward (1996). "Racism, Human Rights, and Universities." Social Theory and Practice v22, n2 (Summer, 1996): 225 (25 pages).

Abstract:
African-Americans, like all human beings, have the ethical, moral and political right to education, and many American universities are neglecting their role in the realization of these rights. Without education, a citizen cannot fully participate in shaping their community, nor can they function on equal terms with fellow citizens. Failure of universities to equally represent races and cultures, and to pursue affirmative action, reflects a failure to uphold human rights.

Stromquist, Nelly P. "Sex-equity legislation in education: the state as promoter of women's rights." Review of Educational Research v63, n4 (Winter, 1993):379 (29 pages).

Abstract:
Women as a group have greater success accessing educational institutions as students, rather than making significant progress obtaining jobs as professors or as educational administrators. Marginal influence is evident in curriculum content and teacher training. The federal government has initiated measures to achieve gender equity. This is evident from a study of sex-equity legislation in education.

U

 UNESCO (1995). World Education Report. Oxford University Press, Oxford.

United Nations (1995). The World's Women. Trends and Statistics. UN Publications, NY.

V

 Van Hook, Mary P. "The impact of economic and social changes on the roles of women in Botswana and Zimbabwe." Affilia Journal of Women and Social Work v9, n3 (Fall, 1994): 288 (20 pages).

Abstract:
Economic and social changes in post-colonial Botswana and Zimbabwe have improved women's situations but have not removed women's economic, legal, social and educational barriers. Improvements include access to education and women being granted majority status. Gender discrimination is prohibited in both countries but economic equality is not ensured in Zimbabwe and hiring discrimination is allowed in Botswana. Married women have limited rights to property ownership and use. Freedom from family obligations was one benefit but the extended support network has also beenundermined.

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