Global Demands – Local Practices : Working towards Including Gender Equality in Teacher Education in Finland and Sweden

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http://hdl.handle.net/10138/329397

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Kreitz-Sandberg , S & Lahelma , E 2021 , ' Global Demands – Local Practices : Working towards Including Gender Equality in Teacher Education in Finland and Sweden ' , Nordic Journal of Comparative and International Education , vol. 5 , no. 1 , pp. 50-68 . https://doi.org/10.7577/njcie.4052

Title: Global Demands – Local Practices : Working towards Including Gender Equality in Teacher Education in Finland and Sweden
Author: Kreitz-Sandberg, Susanne; Lahelma, Elina
Contributor organization: Department of Education
Date: 2021-04-12
Language: eng
Number of pages: 19
Belongs to series: Nordic Journal of Comparative and International Education
ISSN: 2535-4051
DOI: https://doi.org/10.7577/njcie.4052
URI: http://hdl.handle.net/10138/329397
Abstract: Gender equality is a global aim that has been presented in numerous documents. However, teacher educa-tion 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 in-teresting 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.
Subject: 516 Educational sciences
Peer reviewed: Yes
Rights: cc_by
Usage restriction: openAccess
Self-archived version: publishedVersion


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