Abstract
Momentous changes in scholarship and the global economy have altered our understanding of women's relationships to development ever since Ester Boserup's pathbreaking 1970 study of the productive role of women in Asian and African economies. The market as a producer of rational efficiency has been revealed as an impoverished and dangerous model for development. Structural adjustment lending devoted to social issues has climbed over the last dozen years from 5 percent to over 50 percent. As development has been reconceptualized, women have been transformed from its victims into its magic bullets. In fact, the 1990s may well go down in the development annals as the decade when the world was banking on women. The two studies under review present a timely, multidimensional, and international discussion about what it means for women's daily lives to say that they are no longer invisible within nor peripheral to economic analysis and development policy and practice. In essence, the authors inquire: What should education do for women? What should women do with education?
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