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<<Biblioteca Digital del Portal<<La Educación<<La Educación (120) I, 1995 <<Artículo
Colección:
La Educación
Número: (120) I
Año: 1995

SUMMARY

The relationship between women, the environment and work in the Western hemisphere is complex and changing. In analyzing this relationship, we first recognize that after more than one hundred years of sociological practice, forms of domination that are not reducible either to totalitarianism of the state or exploitation of social classes are not readily understood. So it is that the pervasive domination/exploitation experienced by women remains unexplained and largely unchallenged. Both liberal democratic political theory and Marxist theory are considered in order to show that prevailing social science concepts developed to sustain Cold War antagonisms failed to analyze forms of social and cultural oppression that constrain women’s lives and expose all natural elements to potential appropriation. Secondly, the global economic crisis of the 1970s affected Third World women negatively, aggravating their situation as a vulnerable group in the labor force. The crisis also accelerated the exploitation of natural resources, and as the crisis deepens, we can expect the exploitation of women to intensify and the deterioration of the natural world worsen.

As the governments of Latin America have returned to constitutional democracies, the benefits of individual liberties have been slow to accrue to women. The authoritarianism of home, school, and work continues to limit their economic opportunities and cultural freedoms. This situation will change only through a cultural transformation that extends democratic rights of individual equality from the public to the private sphere and limits private economic and cultural domination. Educational systems in the hemisphere are the most promising mechanisms available to effect this change for they consolidate and legitimate the cultural beliefs and values of a society.