Gendered perspective in schools

Gender is defined by society's ideas on what is considered feminine and masculine; with reference to social and cultural differences rather than biological ones. These concepts are thus both subjective and shaped by culture. Our ideas on gender, in turn, influences how we treat girls and boys differently. Bergljót Þrastardóttir doctoral study in Education Studies focuses on procedures in primary schools with a view to this reality. Despite the 40-year-old legal provision of gender equality education on all school levels in Iceland, there are many indicators that awareness of this is lacking in educational practice.

"The schools are meant to be an equaliser, providing equal opportunities for the sexes in education, encouraging initiative in all students creating an environment characterised by respect for diversity. The school should thus be able to meet their students on a non-discriminatory basis," explains Bergljót. Equality is one of the basic structures of education in the national curriculum since 2011. This decision provided the basis for Bergljót's curiosity for examining further ideas on gender equality within the schools. This included possible explanations on why education on gender equality has been almost non existing in primary schools; the principal obstacles to such education, and possible ways for amelioration.

"In my study, I focus on factors that can promote gender equality education in schools or hinder it. The aim of my study is to obtain knowledge on the ideas of school administrators, teachers and students in two primary schools on sex and gender, education and school culture in an era of new education policy in Iceland," adds Bergljót. Implementation and promotion of equality education call for changes in the school operations, but they are subject to various factors such as work culture, values, knowledge, and social status of both staff and students.

"I hope that my research will have a positive impact on education, creating grounds for increased development in teaching methods that would ensure gender equality and respect for the diversity of mankind," concludes Bergljót.

Supervisor: Ingólfur Ásgeir Jóhannesson, Professor at the Faculty of Teacher Education.