EDucation & GEnder

Gender-specific education in different countries. Historical aspects - current trends
 
 
Waxmann Verlag GmbH
1. Auflage | erschienen am 1. Juni 2013 | 176 Seiten
 
E-Book | PDF ohne DRM | Systemvoraussetzungen
978-3-8309-7868-8 (ISBN)
 
A study funded by the European Commission, relating to gender specific differences in learning achievements, shows among other things that whilst gender equality is a hot topic in many countries a general equality policy is not always advocated. More importantly, measures to reduce gender differences in achievement seem to focus primarily on the underachievement of boys.
In this publication, historical aspects and current trends within 12 European countries, regarding gender equality in education are presented and compared. The country studies and comparative analysis will inform and inspire everybody who is interested in gender issues in education.
Englisch
1,34 MB
978-3-8309-7868-8 (9783830978688)
weitere Ausgaben werden ermittelt
1 - Contents [Seite 6]
2 - Foreword from the editors [Seite 8]
2.1 - Oliver Holz and Fiona Shelton [Seite 9]
3 - Gender-fair education in Austria [Seite 10]
3.1 - Renate Seebauer and Johann Göttel, Europahaus Burgenland, Austria [Seite 10]
3.2 - 1. On the historical development of gender-fair education 1.1 The long struggle against discrimination of girls [Seite 10]
3.3 - 1.2 Gender in curricula, gender-reflected vs. gender-unreflected coeducation [Seite 13]
3.4 - 2. Tasks, objectives and contents of gender-fair behaviour in and out of school 2.1 On the objectives of the educational principle " Education for equality between women and men" [Seite 17]
3.5 - 2.2 The National Action Plan " equality between women and men in the labour market" [Seite 18]
3.6 - 3. Pedagogy for girls, pedagogy for boys, coeducation between the conflicting priorities of theory and practice [Seite 18]
3.7 - 3.1 Gender equality in teaching materials [Seite 19]
3.8 - 3.2 Gender sensitivity and gender mainstreaming in the natural sciences [Seite 20]
3.9 - 3.3 Gender-sensitive violence prevention [Seite 21]
3.10 - 3.4 Gender and migration [Seite 22]
3.11 - References [Seite 23]
3.12 - Suggestions for further independent study of the topic [Seite 24]
4 - Gender: a never-ending story [Seite 26]
4.1 - Luk Bosman, vzw Leer-Kracht Antwerp, Belgium [Seite 26]
4.2 - 1. Gender in Flanders [Seite 26]
4.3 - 2. Education policy and gender [Seite 29]
4.4 - 3. Theory, research data and practice [Seite 30]
4.5 - 4. Oh My Gods - a case [Seite 34]
4.6 - 5. The need for education that develops identity [Seite 35]
4.7 - References [Seite 35]
4.8 - Suggestions for further independent study of the topic [Seite 36]
5 - The past, the present and the future situation of gender specific education in the Czech Republic [Seite 38]
5.1 - Otakar Fleischmann, University of Ústí nad Labem, Czech Republic [Seite 38]
5.2 - 1. Historical development [Seite 38]
5.3 - 2. Gender specific education and formation 2.1 Girls' education in the " Czech regions" [Seite 40]
5.4 - 2.2 The current context [Seite 42]
5.5 - 2.3 The purpose and intention of gender-specific education [Seite 42]
5.6 - 3. Education and formation through single or co-education? [Seite 43]
5.7 - References [Seite 46]
5.8 - Suggestions for further independent study of the topic [Seite 47]
6 - Gender mainstreaming in Germany [Seite 48]
6.1 - Bernd Drägestein, mannigfaltig-Institut für Jungen- und Männerarbeit, Olaf Schwarze, Münchner Waisenhaus, Germany [Seite 48]
6.2 - 1. The historical development of gender specific education in Germany [Seite 48]
6.3 - 2. The purpose, intentions and content of gender-equitable behaviour in and out of school and other educational institutions 2.1 In school [Seite 52]
6.4 - 2.2 Outside school [Seite 54]
6.5 - 3. The field of tension between theory and practice 3.1 Gender- sensitive approaches and intercultural education [Seite 56]
6.6 - 3.2 Gender specific education [Seite 56]
6.7 - 3.3 Problem areas of gender-sensitive work [Seite 59]
6.8 - References [Seite 59]
6.9 - Suggestions for further independent study of the topic [Seite 62]
7 - Gender research in Estonia against the background of traditional education [Seite 64]
7.1 - Meeli Väljaots, University of Tartu, Estonia [Seite 64]
7.2 - 1. Schools in Estonia - a historical outline [Seite 64]
7.3 - 2. Objectives and content of gender-specific action 2.1 Objectives in the school curriculum [Seite 67]
7.4 - 2.2 Child and Youth Organisations [Seite 68]
7.5 - 3. Gender research in Estonia 2012 [Seite 69]
7.6 - 4. Developmental tendencies [Seite 72]
7.7 - References [Seite 73]
7.8 - Suggestions for further independent study of the topic [Seite 73]
8 - Education for gender equity in Spain, a socio-cultural and historical analysis [Seite 76]
8.1 - Víctor Pérez-Samaniego, University of Valencia, Spain Carmen Santamaría- García, University of Alcalá, Spain [Seite 76]
8.2 - 1. Socio-cultural and historical perspective of gender education in Spain [Seite 76]
8.3 - 2. Tasks, objectives and contents of gender-equity in and outside school [Seite 81]
8.4 - 3. Seeking solutions to gender equity [Seite 82]
8.5 - References [Seite 84]
8.6 - Suggestions for further independent study of the topic [Seite 85]
9 - Gender-equitable education and training in Hungary [Seite 86]
9.1 - Erika Grossmann, University of Szeged, Hungary [Seite 86]
9.2 - 1. Milestones on the way to equality for girls and boys 1.1 The Habsburg era [Seite 86]
9.3 - 1.2 Education of girls and women in the puzzling context of social expectations of the 18th and 19th centuries [Seite 87]
9.4 - 2. Tasks, objectives and content of gender-equitable education 2.1 Education policy in the context of gender- equitable action after the political transformation ( 1990 onwards) [Seite 88]
9.5 - 2.2 Projects outside school: " Gender mainstreaming at government level" [Seite 89]
9.6 - 3. The puzzling context of theory and practice in further and higher education 3.1 Gender Studies as part of teacher training in Hungary [Seite 89]
9.7 - 3.2 Objectives and content of gender-equitable education in the tertiary field of education [Seite 90]
9.8 - 3.3 A gender-equitable curriculum in teacher training [Seite 91]
9.9 - References [Seite 91]
9.10 - Suggestions for further independent study of the topic [Seite 93]
10 - Girls ignite education [Seite 94]
10.1 - Kristof De Witte, University of Maastricht, Netherlands Ferry Haan, University of Amsterdam, Netherlands [Seite 94]
10.2 - 1. Historical development of same-sex education [Seite 94]
10.3 - 2. Tasks, objectives and content of same-sex education in and outside schools [Seite 99]
10.4 - 3. All girls education, all boys education and mixed education: between theory and practice. [Seite 100]
10.5 - 4. Future developments: excellence [Seite 101]
10.6 - References [Seite 101]
10.7 - Suggestions for further independent study of the topic [Seite 102]
11 - " Gender equality is no longer the big issue ..." [Seite 104]
11.1 - Gender specific education in Norway Herbert Zoglowek, University College Finnmark, Norway [Seite 104]
11.2 - 1. Introduction [Seite 104]
11.3 - 2. On the history of schools and formation [Seite 105]
11.4 - 2.1 Unity = Equality? [Seite 107]
11.5 - 2.2 Equality Act [Seite 108]
11.6 - 2.3 Gender equality in the curriculum [Seite 108]
11.7 - 2.4 What is the goal of gender equality duty in school? [Seite 109]
11.8 - 3. Action plan "Equality in School" [Seite 110]
11.9 - 4. Physical education: 'Nature and Open Air Life' (Friluftsliv) [Seite 113]
11.10 - 5. Bullying [Seite 115]
11.11 - 6. Individual-adapted education (needs education) [Seite 115]
11.12 - References (Internet sources accessed February 2012) [Seite 117]
11.13 - Suggestions for further independent study of the topic [Seite 118]
12 - From history to the present - faces of gender in Poland [Seite 120]
12.1 - Malgorzata Jarecka-Zyluk and Justyna Ratkowska-Pasikowska Akademia Pomorska w, Slupsku, Poland [Seite 120]
12.2 - 1. Introduction [Seite 120]
12.3 - 2. Historical development of gender-equitable education in Poland until the end of the 19th century [Seite 121]
12.4 - 2.1 Education in Poland in the 19th century and at the beginning of the 20th century [Seite 122]
12.5 - 2.2 Education of women at university level [Seite 124]
12.6 - 2.3 Post-war and contemporary education [Seite 126]
12.7 - 3. Girls' education, boys' education and co-educational education [Seite 127]
12.8 - 4. Tasks and aims of gender-equity in and outside school [Seite 129]
12.9 - 4.1 The education system in Poland - some basic information [Seite 130]
12.10 - 4.2 Male and female students in various types of schools [Seite 130]
12.11 - 4.3 Examinations and research [Seite 131]
12.12 - 4.4 Findings [Seite 132]
12.13 - 4.5 Core curriculum reform versus gender equality [Seite 133]
12.14 - 4.6 Organisations of extracurricular activity diversified on the grounds of gender [Seite 135]
12.15 - References [Seite 135]
12.16 - Remarks [Seite 137]
12.17 - Suggestions for further independent study of the topic [Seite 137]
13 - Gender and education in Turkey [Seite 138]
13.1 - Nesrin Oruç Ertürk, University of Economics, Izmir, Turkey [Seite 138]
13.2 - 1. The Historical development of gender education in Turkey [Seite 138]
13.3 - 2. Girl-Boy education and co-education [Seite 140]
13.4 - 3. Results and conclusion [Seite 143]
13.5 - References [Seite 144]
13.6 - Suggestions for further independent study of the topic [Seite 145]
14 - Upsetting the apple cart: Overachieving girls, underachieving boys [Seite 146]
14.1 - Fiona Shelton, University of Derby, United Kingdom [Seite 146]
14.2 - 1. How the past informs the present [Seite 146]
14.3 - 2. The complex debate around gender 2.1 In school [Seite 150]
14.4 - 2.2 Beyond School [Seite 152]
14.5 - 3. How theory is reflected in practice [Seite 154]
14.6 - References [Seite 156]
14.7 - Suggestions for further independent study of the topic [Seite 158]
15 - Gender specific education in 12 European countries - a comparison [Seite 160]
15.1 - Kristof De Witte, University of Maastricht, Netherlands Oliver Holz, University College Brussels, Belgium [Seite 160]
15.2 - 1. Introduction and aim of the analysis [Seite 160]
15.3 - 2. Description of the sample and nations [Seite 161]
15.4 - 2.1 Pupils' survey [Seite 162]
15.5 - 2.2 Teachers' survey [Seite 163]
15.6 - 3. Results of pupils' survey 3.1 National groups [Seite 164]
15.7 - 3.2 Comparison boys - girls [Seite 165]
15.8 - 3.3 Results of the regression analysis [Seite 168]
15.9 - 4. Results of the teachers' survey 4.1 Cross national comparison [Seite 171]
15.10 - 4.2 What motivates boys and girls [Seite 173]
15.11 - 5. Conclusions [Seite 174]
16 - Authors [Seite 176]

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