Introduction: Gender, Education and Ecology

Abstract

Throughout this volume, as we seek to think about new or enhanced ways in which ecology can be applied to address poverty, it is critical to consider the social, cultural, and economic traditions that may support or challenge the adoption of an ecologically based approach to development. Two key, interconnected areas in which societal norms are critical to furthering poverty reduction and sustainable natural resource management in developing countries include education and gender. Education is widely recognized as an important component in reducing poverty and a key to wealth creation (UNESCO 2003). While the rural poor in general lack access to formal education, women and girls have significantly fewer opportunities to access education than men and boys (UNESCO 2003). Education is not the only sphere in which gender equalities exist. Women perform 66% of the world’s work, produce 50% of the food, but earn 10% of the income and own 1% of the property (UNICEF 2007). Yet, improving the lives of women and girls can be an effective way to prevent disease, reduce hunger, and raise Gross Domestic Product (Kristof and WuDunn 2009). Increasing appreciation of the importance of education and gender equality in development initiatives is reflected in Millennium Development Goal (MDG) 2, which focuses on education, and MDG 3, which focuses on gender equality. Linking gender equality, education, and ecology is important in development initiatives where the value of functioning ecosystems is critical to human livelihood.