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- Kreitz-Sandberg, Susanne, et al.
(författare)
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Global Demands - Local Practices : Working towards Inclusion of Gender Equality in Teacher Education in Finland and Sweden
- 2021
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Ingår i: Nordic Journal of Comparative and International Education (NJCIE). - : OsloMet - Oslo Metropolitan University. - 2535-4051. ; 5:1, s. 50-68
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Tidskriftsartikel (refereegranskat)abstract
- Gender equality is a global aim that has been presented in numerous documents. However, teacher education programs in many countries still lack sustainable strategies for working towards gender equality in education. Working successfully in this area may promote more sustainable practices in schools to reach gender-fair societies. The Nordic countries are known for pro-active gender policies and they provide interesting cases for investigating achievements and struggles in the field. The purpose of this article is, from an international comparative perspective, to explore the rationales and practices when working with issues of gender equality in Finnish and Swedish teacher education and to reflect on related concepts. We describe, analyse and compare local practices, theoretical frameworks and challenges by revisiting gender and teacher education research and equality projects from the 1980s up to today. The comparative methodology chosen facilitates understanding examples from two neighbouring countries, illustrating different ways to develop policies and strategies. Local actors not only follow global claims to work with gender and equality in teacher education but also play an active role and contribute to these discourses. Our study suggests that gender equality cannot be achieved overnight; appropriate strategies need to be negotiated constantly in specific national and institutional contexts at universities and teacher education institutions.
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| 2. |
- Lahelma, Elina, et al.
(författare)
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Reflections on the emergence, history and contemporary trends in Nordic research on gender and education
- 2021
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Ingår i: Gender and education in politics, policy and practice. - Switzerland : Springer Nature. - 9783030809010 ; , s. 17-34
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Bokkapitel (refereegranskat)abstract
- The authors describe in this paper how gender studies in the Nordic context grew into a strong and respected field of educational research, from its first steps in late 1970s until 2019. They identify trends that have persisted over decades and others that have emerged more recently. The authors draw primarily from various documents about Nordic collaboration, Nordic articles in the Gender and Education Journal and review studies. They also include their personal experiences as active researchers since the 1980s. They suggest that in the Nordic countries, gender studies in education were initiated by sociologists rather than feminist teachers (as in the UK) building on a relatively strong alliance between mainstream feminism, state feminist equality officers and feminist research. Gradually ethnography emerged as the main methodological perspective. After 2010 theoretical and methodological choices and themes widened such that the earlier focus on girls and gender relations shifted more to boys and gender diversity. Intersectionality was more emphasised, with post-structuralism having a considerable impact on the Nordic gender and education field.
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