Capabilities-Based Gender Equality Analysis of Educational Policy-Making and Reform in Turkey

Autor/inn/en	Cin, Firdevs Melis; Karlidag-Dennis, Ecem; Temiz, Zeynep
Titel	Capabilities-Based Gender Equality Analysis of Educational Policy-Making and Reform in Turkey
Quelle	In: Gender and Education, 32 (2020) 2, S.244-261 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cin, Firdevs Melis) ORCID (Temiz, Zeynep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2018.1484429
Schlagwörter	Foreign Countries; Educational Policy; Educational Change; Policy Formation; Equal Education; Sex Fairness; Females; Stakeholders; Elementary School Teachers; Secondary School Teachers; Religious Education; Teacher Attitudes; Unions; Journalism; Principals; Professional Personnel; School Safety; Gender Bias; Enrollment Rate; Social Development; Cognitive Development; Turkey + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Bildungsreform; Politische Betätigung; Sexualaufklärung; Weibliches Geschlecht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lehrerverhalten; Journalistik; Journalismus; Principal; Schulleiter; Personalbestand; Geschlechterstereotyp; Soziale Entwicklung; Kognitive Entwicklung; Türkei
Abstract	This research aims to scrutinise the latest education reform and education policies in Turkey from a capabilities-based gender equality perspective. The data draws on interviews with stakeholders and practitioners to understand how gender equality is conceptualised in policy-making and to what extent reforms have fostered gender equality in girls' education. From a policy-making perspective, the data shows that reform has been successful in terms of a tangible, measurable outcome of an increase in enrolment rates. This can be attributed to a boost in the number of religious schools and the introduction of single-sex education featuring a limited conceptual understanding of gender equality, with a focus on closing the gender gap. However, from the practitioners' perspective, little concern has been given to gender equality and constrained girls' capabilities. The paper fleshes out the tensions between policy-makers and practitioners by highlighting the need for a comprehensive and inclusive understanding of gender equality in educational policy-making and developing a capabilities-based gender equality policy that is able to dismantle conservative and gendered structures and accommodate boys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01