three feminist theoretical frameworks, WID (Boserup, 1970; Tinker, 2004), GAD (Kabeer, 2001; Kabeer, 2005; Rathgeber, 1995; Rowlands, 1998; Subrahmanian, 2005; Young, 1993), and PAD (Chowdhry, 1995; Parpart, 1995; Parpart and Marchand, 1995; Parpart, Rai, & Staudt, 2002; Udayagiri, 1995), and their different approaches to these issues. To discuss the human development paradigm, and more specifically the capability approach, I draw from the most significant contributors to human development theory (Haq, 1995; Nussbaum, 2000a; Nussbaum, 2000b; Robeyns, 2003; Sen, 1990; Sen, 1999), which has its roots in economics, philosophy, and political science. Throughout my discussion of MDG 3 and each theoretical framework, I also draw from gender education and development literature in order to provide assessments of each approach and their relationships to each other and to the MDG (Aikman & Unterhalter, 2005; Aikman, Unterhalter, & Challender, 2005; Arnot & Fennell, 2008; Colclough, 2008; Mannathoko, 2008; North, 2010; Stromquist, 2005; Unterhalter, 2007).
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