Promising Nordic practices in gender equality promotion: Developing teacher education dialogue, practice, and policy cycles on-line

Promising Nordic practices in gender equality promotion: Developing teacher education dialogue, practice, and policy cycles on-line

This case study examines a Nordic on-line course on gender equality promotion in education, in which principals, teachers, school staff and gender equality activists engaged in dialogue regarding contents and practices. The on-line course was designed with reference to promising practices identified...

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Bibliographic Details
Published in:Policy futures in education Vol. 16; no. 5; pp. 605 - 619
Main Authors: Cardona López, José Adán, Nordfjell, Ole Bredesen, Gaini, Firouz, Heikkinen, Mervi
Format: Journal Article
Language:English
Published: London, England SAGE Publications 01-06-2018
Subjects:
Case Studies
Cultural Pluralism
Educational Cooperation
Educational Development
Educational Policy
Equal Education
Foreign Countries
Gender Differences
Homosexuality
Information Technology
International Cooperation
Online Courses
Self Concept
Sex Fairness
Sexual Identity
Social Discrimination
Social Systems
Teacher Education Programs
Teaching Methods
Denmark
Sweden
Norway
Iceland
Finland
Citizenship
intersectional gender equality
Nordic model
teacher education
globalisation
digitalisation
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Summary:This case study examines a Nordic on-line course on gender equality promotion in education, in which principals, teachers, school staff and gender equality activists engaged in dialogue regarding contents and practices. The on-line course was designed with reference to promising practices identified in a previous Nordic network project. The article considers challenges appearing across localities in relation to diversity, in gender equality promotion practices, policies and pedagogies. Digitalisation enables educational collaboration among teacher education institutions between the distant Nordic countries and facilitates the dissemination of Nordic education and the gender equality model, but this raises questions about whether these forms of education and equality are globally ‘branded’; and whether an intersectional gender equality promotion approach can be contextually and locally specific. This paper focuses on the contradictions of gender/sex binary concepts impairing understandings of diversity, sexuality and identity, the consequences of the emergence of scepticism toward practice standardisation, discrepancies between norms of equal treatment and critical reflection, and the development of citizen-based actions initiating policy changes. It is shown that the results of the project will benefit Nordic collaboration on teacher education development.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ObjectType-Report-2
ISSN:1478-2103
1478-2103
DOI:10.1177/1478210317722286