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  • 1.
    Angervall, Petra
    et al.
    University of Borås, Faculty of Librarianship, Information, Education and IT. University of Gothenburg.
    Beach, Dennis
    University of Borås, Faculty of Librarianship, Information, Education and IT. University of Gothenburg.
    Dividing academic work: gender and academic career at Swedish universities2017In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 32, no 3, p. 347-362Article in journal (Refereed)
    Abstract [en]

    Recent changes within the higher education system have affected the balance of academic labour. This article is based on interviews with 25 women lecturers in Education Faculties at Swedish Universities. It specifically addresses the shifting balance in terms of the increased separation between teaching and research in relation to gender, and the relationship between career advancement and gender this promotes. Distinctions concerning gender and academic labour and an enhancement of these power structures are identified, as well as how these affect possibilities of academic advancement. In conclusion, this study illustrates how women academics understand and navigate their academic career in relation to gendered attributes of academic work such as competitiveness, caretaking and responsibility are discussed. 

  • 2. Forbes, J
    et al.
    Öhrn, Elisabet
    University of Borås, School of Education and Behavioural Science.
    Weiner, G
    Slippage and/or symbolism: gender, policy and educational governance in Scotland and Sweden2011In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 23, no 6, p. 761-776Article 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.

  • 3.
    Holfve-Sabel, Mary-Anne
    University of Borås, School of Education and Behavioural Science.
    Gender attitudes in school have changed mainly in peer relational factors over a period of 35 years2011In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 23, no 1, p. 73-86Article in journal (Refereed)
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  • ieee
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  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
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  • Other locale
More languages
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