title: Translating MDG 3: Gender, Empowerment and the Adolescent Girl in Maharashtra, India

authors: Nandedkar, Lalitgauri

subjects: Adolescent Girls

abstract: This thesis is an exploration of Millennium Development Goal (MDG) 3, tracing its path from a global aspiration to its translation into a developing world context. Adopted in 2001 by the United Nations, the eight MDGs represented a global effort to address issues such as poverty, health, social injustice and environmental degradation. Goal 3 specifically was aimed at gender equality and women’s empowerment. Despite an extensive scholarship on the MDGs in general and on the specific issue of women’s empowerment in the development context, there has been little scholarly attention directed at the place and role of adolescent girls in the context of gender equality and empowerment. Similarly, there is a critical need to examine how policy formulated at the global level is translated into local contexts and with what consequences. This research undertakes a qualitative, in-depth, small-scale case study of a gender empowerment programme located in rural Maharashtra, India, to examine how a broad goal of gender empowerment is translated into a UNICEF-funded local programme for adolescent girls. 

The absence of adolescent girls in the gender and development and feminist scholarship has meant that existing feminist analytical frameworks are inadequate for this study. Hence, I draw on a range of scholarship on Third World feminism, the women, culture and development paradigm, the social relations framework, as well as on youth and citizenship to develop an adolescent girl and development perspective. Deploying this perspective as an analytical tool serves to provide a fresh insight into how Goals conceptualised at the global level translate to influence policy affecting the lived realities of adolescent girls in rural India. 

The empirical case study, grounded in feminist qualitative research methodology, employs this perspective to undertake a thematic analysis of primary documents and transcripts of interviews and focus groups to illustrate how themes and ideas about empowerment, responsibility and development play out in the neoliberal context of development in India. In deploying this framework, the thesis seeks to understand how well-intentioned programmes, such as the Deepshikha programme in rural Maharashtra, often become the site of neoliberal development initiatives that maintain rather than challenge power structures. In addition, it explores the implications of excluding adolescent boys from development interventions. 

The analysis demonstrates that while the Deepshikha programme offers many avenues to political, social, economic, and personal empowerment for adolescent girls, it is not without its contestations. Embedded in narratives of self-responsibilisation, adolescent girls are burdened by multiple pressures in their daily lives. Although often socially perceived as a person of lesser value, the adolescent girl, nonetheless, becomes an object of investment through which she is meant to uplift herself. The thesis examines how, through processes of volunteerism and instrumentalism embedded in notions of the active citizen, the adolescent girl fulfils her duties within family and community while continuing to challenge established hierarchical and structural forms of power. 

This research is significant as there is a paucity of academic scholarship on adolescent girls in the development context. It demonstrates how the translation of a global policy initiative, MDG 3, into a local empowerment programme affects the dynamics of gender relations, with specific reference to adolescent girls and boys in rural Maharashtra. It also contributes to a critical scholarship in the area of gender and development that explores the structural and hierarchical oppression that adolescent girls face and the implications this has for their communities.

text: Translating MDG 3: Gender, Empowerment and the Adolescent Girl in Maharashtra, India This thesis is an exploration of Millennium Development Goal (MDG) 3, tracing its path from a global aspiration to its translation into a developing world context. Adopted in 2001 by the United Nations, the eight MDGs represented a global effort to address issues such as poverty, health, social injustice and environmental degradation. Goal 3 specifically was aimed at gender equality and women’s empowerment. Despite an extensive scholarship on the MDGs in general and on the specific issue of women’s empowerment in the development context, there has been little scholarly attention directed at the place and role of adolescent girls in the context of gender equality and empowerment. Similarly, there is a critical need to examine how policy formulated at the global level is translated into local contexts and with what consequences. This research undertakes a qualitative, in-depth, small-scale case study of a gender empowerment programme located in rural Maharashtra, India, to examine how a broad goal of gender empowerment is translated into a UNICEF-funded local programme for adolescent girls. 

The absence of adolescent girls in the gender and development and feminist scholarship has meant that existing feminist analytical frameworks are inadequate for this study. Hence, I draw on a range of scholarship on Third World feminism, the women, culture and development paradigm, the social relations framework, as well as on youth and citizenship to develop an adolescent girl and development perspective. Deploying this perspective as an analytical tool serves to provide a fresh insight into how Goals conceptualised at the global level translate to influence policy affecting the lived realities of adolescent girls in rural India. 

The empirical case study, grounded in feminist qualitative research methodology, employs this perspective to undertake a thematic analysis of primary documents and transcripts of interviews and focus groups to illustrate how themes and ideas about empowerment, responsibility and development play out in the neoliberal context of development in India. In deploying this framework, the thesis seeks to understand how well-intentioned programmes, such as the Deepshikha programme in rural Maharashtra, often become the site of neoliberal development initiatives that maintain rather than challenge power structures. In addition, it explores the implications of excluding adolescent boys from development interventions. 

The analysis demonstrates that while the Deepshikha programme offers many avenues to political, social, economic, and personal empowerment for adolescent girls, it is not without its contestations. Embedded in narratives of self-responsibilisation, adolescent girls are burdened by multiple pressures in their daily lives. Although often socially perceived as a person of lesser value, the adolescent girl, nonetheless, becomes an object of investment through which she is meant to uplift herself. The thesis examines how, through processes of volunteerism and instrumentalism embedded in notions of the active citizen, the adolescent girl fulfils her duties within family and community while continuing to challenge established hierarchical and structural forms of power. 

This research is significant as there is a paucity of academic scholarship on adolescent girls in the development context. It demonstrates how the translation of a global policy initiative, MDG 3, into a local empowerment programme affects the dynamics of gender relations, with specific reference to adolescent girls and boys in rural Maharashtra. It also contributes to a critical scholarship in the area of gender and development that explores the structural and hierarchical oppression that adolescent girls face and the implications this has for their communities.

year: 2017

title: Exemplary teachers' approaches to supporting vocabulary development during shared reading

authors: Oliver, John-Paul

subjects: shared reading

abstract: An analysis of recent PIRLS (Progress in International Reading Literacy Study) data has shown that a group of New Zealand children are struggling to learn to read well. Vocabulary knowledge supports reading in a number of ways and research shows that reading to children and discussing texts with them helps support the development of vocabulary knowledge. This study sought to examine how four exemplary teachers of junior classes in two primary schools went about supporting the vocabulary development of their students during shared reading. The teachers completed a questionnaire and were then observed undertaking 30 shared reading lessons. They were then interviewed about their perceptions regarding vocabulary support during shared reading. Results showed that on average these teachers committed over 20% of their shared reading sessions to vocabulary development during shared reading, although there was some variation between teachers. These teachers supported their students learning of word meanings via a balanced range of avenues for acquiring vocabulary and used a rich and varied range of instructional methods to convey and secure vocabulary knowledge during shared reading. The teachers indicated that they believed that shared reading was an important context for providing support for vocabulary and that providing support for vocabulary in a balanced range of ways was important. Results are discussed in relation to recent literature pertaining to vocabulary acquisition and supporting the vocabulary development of children while reading to them.

text: Exemplary teachers' approaches to supporting vocabulary development during shared reading An analysis of recent PIRLS (Progress in International Reading Literacy Study) data has shown that a group of New Zealand children are struggling to learn to read well. Vocabulary knowledge supports reading in a number of ways and research shows that reading to children and discussing texts with them helps support the development of vocabulary knowledge. This study sought to examine how four exemplary teachers of junior classes in two primary schools went about supporting the vocabulary development of their students during shared reading. The teachers completed a questionnaire and were then observed undertaking 30 shared reading lessons. They were then interviewed about their perceptions regarding vocabulary support during shared reading. Results showed that on average these teachers committed over 20% of their shared reading sessions to vocabulary development during shared reading, although there was some variation between teachers. These teachers supported their students learning of word meanings via a balanced range of avenues for acquiring vocabulary and used a rich and varied range of instructional methods to convey and secure vocabulary knowledge during shared reading. The teachers indicated that they believed that shared reading was an important context for providing support for vocabulary and that providing support for vocabulary in a balanced range of ways was important. Results are discussed in relation to recent literature pertaining to vocabulary acquisition and supporting the vocabulary development of children while reading to them.

year: 2014

title: Real world initiation of newly funded empagliflozin and dulaglutide under special authority for patients with type 2 diabetes in New Zealand

authors: Chepulis, Lynne Merran

subjects: GLP1RA

abstract: Background: Type 2 diabetes (T2D) is sub-optimally managed for many in Aotearoa New Zealand, and disproportionately affects Māori and Pacific peoples. In February 2021, SGLT2i/GLP1RA agents were funded for use for the first time with prioritisation for Māori, Pacific and those with cardiovascular and/or renal disease or risk (CVRD). This study evaluates the impact of health system factors on initiation of SGLT2i/GLP1RA therapy. 

Methods: Primary care data was collected for patients with T2D aged 18–75 years from four primary care organisations (302 general practices) in the Auckland / Waikato region of New Zealand (Feb 2021 – July 2022). Initiation of SGLT2i/GLP1RA therapy was reviewed by patient (age, gender, ethnicity, CVRD status) and health system variables (funding, provider type, staffing, patient numbers, rurality, after-hours access). Logistic regression was used to estimate the odds ratio of a patient being dispensed SGLT2i/GLP1RA. 

Results: Of 57,743 patients with T2D, 22,331 were eligible for funded SGLT2i/GLP1RA access and 10,272 of those (46.0%) were prescribed. Initiation of therapy was highest in Māori (50.8%) and Pacific (48.8%) patients (vs. 36·2–40·7% of other ethnic groups; P < 0.001), but was comparable in those with and without CVRD (47·1% vs. 48·9%; P = 0.2). Prescribing was highest in practices with higher doctor/patient numbers, low-cost fees, Māori health providers and clinics without after-hours access.

Conclusion: Prioritised access for SGLT2i/GLP1RA appears to be associated with a reduced health equity gap for Māori and Pacific patients with T2D in NZ, but work is required to improve prescribing for patients with CVRD.

text: Real world initiation of newly funded empagliflozin and dulaglutide under special authority for patients with type 2 diabetes in New Zealand Background: Type 2 diabetes (T2D) is sub-optimally managed for many in Aotearoa New Zealand, and disproportionately affects Māori and Pacific peoples. In February 2021, SGLT2i/GLP1RA agents were funded for use for the first time with prioritisation for Māori, Pacific and those with cardiovascular and/or renal disease or risk (CVRD). This study evaluates the impact of health system factors on initiation of SGLT2i/GLP1RA therapy. 

Methods: Primary care data was collected for patients with T2D aged 18–75 years from four primary care organisations (302 general practices) in the Auckland / Waikato region of New Zealand (Feb 2021 – July 2022). Initiation of SGLT2i/GLP1RA therapy was reviewed by patient (age, gender, ethnicity, CVRD status) and health system variables (funding, provider type, staffing, patient numbers, rurality, after-hours access). Logistic regression was used to estimate the odds ratio of a patient being dispensed SGLT2i/GLP1RA. 

Results: Of 57,743 patients with T2D, 22,331 were eligible for funded SGLT2i/GLP1RA access and 10,272 of those (46.0%) were prescribed. Initiation of therapy was highest in Māori (50.8%) and Pacific (48.8%) patients (vs. 36·2–40·7% of other ethnic groups; P < 0.001), but was comparable in those with and without CVRD (47·1% vs. 48·9%; P = 0.2). Prescribing was highest in practices with higher doctor/patient numbers, low-cost fees, Māori health providers and clinics without after-hours access.

Conclusion: Prioritised access for SGLT2i/GLP1RA appears to be associated with a reduced health equity gap for Māori and Pacific patients with T2D in NZ, but work is required to improve prescribing for patients with CVRD.

year: 2025