Έμφυλη ισότητα στην εκπαιδευτική πολιτική της Ελλάδας (1975-2020): νοηματοδοτήσεις και αντιστάσεις
Τίτλος:
Gender equality in the education policy of Greece (1975-2020): conceptualizations and resistances
Κύρια Υπευθυνότητα:
Μοσχοβάκου, Ναυσικά Ν.
Επιβλέπων:
Στρατηγάκη, Μαρία
Θέματα:
Εκπαίδευση και κράτος -- Ελλάδα -- Ιστορία -- 20ός αιώνας Εκπαίδευση και κράτος -- Ελλάδα -- Ιστορία -- 21ος αιώνας Διακρίσεις φύλου στην εκπαίδευση -- Ελλάδα -- Ιστορία -- 20ός αιώνας Διακρίσεις φύλου στην εκπαίδευση -- Ελλάδα -- Ιστορία -- 21ος αιώνας Education and state -- Greece -- History -- 20th century Education and state -- Greece -- History -- 21st century Sex discrimination in education -- Greece -- History -- 20th century Sex discrimination in education -- Greece -- History -- 21st century
Πάντειο Πανεπιστήμιο Κοινωνικών και Πολιτικών Επιστημών
Περίληψη:
The present thesis explores education policy, identifying the reasons that impede the promotion of gender equality reform in education. It focuses, on the one hand, on political discourse, and more precisely on political discourse involving education policy in parliamentary debates, and, on the other, on the experience of educators who are called to implement interventions on gender equality. In this way, the thesis attempts to uncover gender ideology and the relevant cultural elements that underpin education policy, both in its design by policy-makers and in its implementation, where resistance to gender equality transformation is manifested. More specifically, the thesis examines: the extent to which parliamentary discourse on education policy constructs gender roles and reproduces stereotypes; the question of whether national educational interventions on gender equality constitute part of a holistic education policy that promotes reform on issues of gender equality; the question of why they fail to bring about long term transformative results, and which are the main forms of resistance to the promotion of gender equality, be they ideological or of a different kind. The thesis has two parts: The first part develops theoretical approaches from several fields that can shed light on the topic under consideration, in order to offer the conceptual tools for the analysis. In particular, this part presents theoretical approaches for public policy analysis, emphasizing on those of discourse, as well as theoretical tools of feminist theory on discourse and equality policies. The theoretical framework is completed by including approaches of educational policy and of education as a field that (re)produces of gender inequalities. Finally, the first part reviews the policies developed at the international, European and national level on gender equality in education. The second part presents the selected methodological approaches of the research, and offers an analysis of the political discourse of the Greek Parliament and how it constructs conceptions of gender in education. It also analyses the attitudes of educators and those who participated in the implementation of two educational interventions on gender, related to the way that these were implemented, as well as to further elements that emerged from their experience via semi-structured interviews.
Abstract:
The present thesis explores education policy, identifying the reasons that impede the promotion of gender equality reform in education. It focuses, on the one hand, on political discourse, and more precisely on political discourse involving education policy in parliamentary debates, and, on the other, on the experience of educators who are called to implement interventions on gender equality. In this way, the thesis attempts to uncover gender ideology and the relevant cultural elements that underpin education policy, both in its design by policy-makers and in its implementation, where resistance to gender equality transformation is manifested. More specifically, the thesis examines: the extent to which parliamentary discourse on education policy constructs gender roles and reproduces stereotypes; the question of whether national educational interventions on gender equality constitute part of a holistic education policy that promotes reform on issues of gender equality; the question of why they fail to bring about long term transformative results, and which are the main forms of resistance to the promotion of gender equality, be they ideological or of a different kind. The thesis has two parts: The first part develops theoretical approaches from several fields that can shed light on the topic under consideration, in order to offer the conceptual tools for the analysis. In particular, this part presents theoretical approaches for public policy analysis, emphasizing on those of discourse, as well as theoretical tools of feminist theory on discourse and equality policies. The theoretical framework is completed by including approaches of educational policy and of education as a field that (re)produces of gender inequalities. Finally, the first part reviews the policies developed at the international, European and national level on gender equality in education. The second part presents the selected methodological approaches of the research, and offers an analysis of the political discourse of the Greek Parliament and how it constructs conceptions of gender in education. It also analyses the attitudes of educators and those who participated in the implementation of two educational interventions on gender, related to the way that these were implemented, as well as to further elements that emerged from their experience via semi-structured interviews.
Περιγραφή:
Βιβλιογραφία: σ. 444-486
Περιγραφή:
Διατριβή (διδακτορική). Πάντειο Πανεπιστήμιο, Τμήμα Κοινωνικής Πολιτικής, 2022
