Gender inclusion and horizontal gender segregation: stakeholders' strategies and dilemmas in Swedish teachers' education
2013 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 25, no 4, 444-465 p.Article in journal (Refereed) Published
This paper contributes to our knowledge of teacher educators' strategies for, and dilemmas with, working with gender inclusion in teachers' education. It illustrates how gender is constructed and reconstructed in teachers' education. The study revealed that teachers' education is not only – as earlier described – a highly feminised field, it is also a discipline that is permeated by horizontal and vertical segregation typical of higher education. The study analyses how university teacher educators experience and handle consequences of this horizontal segregation, building on interviews with subject representatives at a Swedish university. The results exemplify how university teachers reflect on gender policies and their own roles when working with teacher students. Heteronormative patterns also become visible in strategies meant to facilitate gender equality and desegregation. The author argues for the need to include university teachers' perspectives in future strategies for developing gender inclusion in university education.
Place, publisher, year, edition, pages
Routledge, 2013. Vol. 25, no 4, 444-465 p.
teacher education; gender inclusion; horizontal gender segregation; gender mainstreaming; dilemma; higher education
lärarutbildning; lärarprogram; genusinkludering; genusintegrering; genuslektor; dilemma; högre utbildning; universitet
Social Sciences Pedagogy Gender Studies
IdentifiersURN: urn:nbn:se:liu:diva-90181DOI: 10.1080/09540253.2013.772566ISI: 000320752300005OAI: oai:DiVA.org:liu-90181DiVA: diva2:612324