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Slippage and/or symbolism: gender, policy and educational governance in Scotland and Sweden
Högskolan i Borås, Institutionen för Pedagogik.
2011 (engelsk)Inngår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 23, nr 6, s. 761-776Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries’ response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and the idealisation of the child. Gender is thus marginalised within a range of factors contributing to social in/equality. In Sweden, in contrast, gender has higher visibility in policy and governance as both an indicator of democracy and a means of preserving social democratic consensus and prosperity. However, recently its privileged position has come under attack. We draw on social capital, gender, and policy theory to analyse the range of influences on gender and educational governance in the two countries including that of the social capital of organised feminism.

sted, utgiver, år, opplag, sider
Routledge , 2011. Vol. 23, nr 6, s. 761-776
HSV kategori
Forskningsprogram
Lärarutbildning och pedagogisk yrkesverksamhet
Identifikatorer
URN: urn:nbn:se:hb:diva-3183DOI: 10.1080/09540253.2010.527830Lokal ID: 2320/9404OAI: oai:DiVA.org:hb-3183DiVA, id: diva2:871280
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13 Sist oppdatert: 2017-11-19bibliografisk kontrollert

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Totalt: 158 treff
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