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Slippage and/or symbolism: gender, policy and educational governance in Scotland and Sweden
University of Borås, School of Education and Behavioural Science.
2011 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 23, no 6, 761-776 p.Article in journal (Refereed)
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.

Place, publisher, year, edition, pages
Routledge , 2011. Vol. 23, no 6, 761-776 p.
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-3183DOI: 10.1080/09540253.2010.527830Local ID: 2320/9404OAI: oai:DiVA.org:hb-3183DiVA: diva2:871280
Available from: 2015-11-13 Created: 2015-11-13

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