At a time when nearly 133 million girls remain out of school and millions more face harmful gender norms that limit their learning, support for girls’ education is receding. Whilst this is often explained by shrinking aid budgets, funding tells only part of the story.
The decline of girls’ education is the result of deeper political, symbolic and discursive shifts, which have coincided with, and have often resulted in, reduced funding. These powerful forces once propelled girls’ education to the forefront of international development, but now as they recede, they are pushing it off the agenda at a remarkable speed. There has been a reduction in financial commitment but also what the author calls a “symbolic retreat”.
Dedicated girls’ education departments have been reduced or absorbed into broader portfolios. High-profile leadership positions have been discontinued. Perhaps the most significant shift is occurring in the realm of ideas and narratives. Recently, a growing backlash has emerged against girls’ education. Much of this debate begins with the question, “What about the boys?” Yet this question often rests on misunderstandings about both the purpose of girls’ education and the nature of educational disadvantage. The author shows how support for girl’s education can be realised under current circumstances.