The politics of gender equality intervention programs in schools</ti= tle>  <link rel=3DthemeData href=3D"Nordicgender_files/themedata.thmx"> <link rel=3DcolorSchemeMapping href=3D"Nordicgender_files/colorschememappin= g.xml">  <style>  </style>  </head> <body lang=3DIS link=3Dblue vlink=3Dpurple style=3D'tab-interval:35.4pt'> <div class=3DSection1> Ingólfur Ásgeir Jóhannesson, Professor of Education, University of Akureyri<o:p></o:p> The politics of gender equality intervention programs in schools<o:p></o:p> Talk at Nordic Conference on Gender Equality Education, Reykjavík, 21–22 Septemb= er 2009<o:p></o:p> Web-published as a draft manuscript [23 September 2009]= <o:p></o:p> <o:p> </o:p><= /span> Abstract<o:p></o:p> The focus of the talk is the politics of gender equality intervention programs and how gender studies can and must be implemented as= a criterion in school development. There is a discussion about the Jafnrétti í leik- og grunnskóla [Gender equity in early childhood and compulsory school= s] school development project: Its origin, how it proceeded, the work of the steering group and the professional advisory group, the outside and inside evaluations and what we can learn from the project—with a focus on the continuity and discontinuity of gender equality school development work. The discussion is aimed at drawing conclusions for educational and gender equal= ity policy in practice, and the intersection of these spheres of politics.<o:p>= </o:p> <o:p> </o:p> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\ritverk.htm">Ritv= erk</a> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\ferill.htm">Feril= l</a> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\natt.htm">Litast = um af Hjallhól</a><o:p></o:p> Overview<o:p></o:p> <p class=3DMsoListParagraphCxSpFirst style=3D'margin-top:0cm;margin-right:3= 1.5pt; margin-bottom:0cm;margin-left:2.0cm;margin-bottom:.0001pt;mso-add-space:aut= o; text-indent:0cm;line-height:115%;mso-list:l0 level1 lfo2'><![if !supportLis= ts]>- <![endif]>Gender spectacles—sustainability microscope—diversity telescope<o:p></o:p> <p class=3DMsoListParagraphCxSpMiddle style=3D'margin-top:0cm;margin-right:= 31.5pt; margin-bottom:0cm;margin-left:2.0cm;margin-bottom:.0001pt;mso-add-space:aut= o; text-indent:0cm;line-height:115%;mso-list:l0 level1 lfo2'><![if !supportLis= ts]>- <![endif]>School development project 2008–2009: Gender equity in ea= rly childhood and compulsory schools<o:p></o:p></sp= an> <p class=3DMsoListParagraphCxSpLast style=3D'margin-top:0cm;margin-right:31= .5pt; margin-bottom:0cm;margin-left:2.0cm;margin-bottom:.0001pt;mso-add-space:aut= o; text-indent:0cm;line-height:115%;mso-list:l0 level1 lfo2'><![if !supportLis= ts]>- <![endif]>Continuities in the school work—and the politics of gender equality education<o:p></o:p> <o:p= > </o:p> I. Gender spectacles—sustainability microscope—diversity telescope<o:p></o:p> Sometimes when I speak with tea= chers and the public, one could think that schools used to be simple, and now everything has been turned on its head with complicated demands to the scho= ols. It may be true that the field of education is under a great pressure—but wh= at does that mean? What kind of demands? And are these demands perceived or re= al demands?<o:p></o:p> <o:p> </o:p> Gender spectacles, a sus= tainability microscope, and a diversity tel= escope are metaphors for how we must observe schools with a variety of tools. The issues I mention here are all at once political issues and educationally important. We could add inclusion</= i> politics to the flora of issues that the schools need to deal with: What do= es it mean to have school for all: Whether able-bodied, hearing, sight-impaire= d, openly gay, Icelandic-speaking, boys, girls, rural, etc.?<o:p></o:p>= <o:p> </o:p> To look at schools through the = eyes of gender, sustainability, diversity, and inclusion creates new opportunities (Jóhannesson et al., 2008; Jóhannesson, 2009a). These issues may be a chall= enge to us teachers—but they are welcomed challenges. And these challenges are o= nly new in the sense that we may have ignored some of them, earlier on.<o:p></o= :p> <o:p> </o:p> Using the sustainability micros= cope and the diversity telescope helps the use of gender spectacles. I would particularly like to mention the policy of the United Nations for a Decade = of Education for Sustainable Development, 2005–2014, where gender equality is number one of eight key action themes for education for sustainable development. The other themes are health promotio= n, environment, rural development, cultural diversity, peace and human securit= y, sustainable urbanization, and sustainable consumption (UNESCO, n.d.). (In l= ate August 2009, this order was changed.)<o:p></o:p> <o:p> </o:p> Many of these themes, as interdisciplinary as they are, have diverse knowledge bases to pull from, f= or instance from health sciences, medicine, natural sciences, economics, rural sociology, and for what we are talking about today we have now gender studies with a firm base in feminist theory as well as in fem= inist politics. Gender studies provide us with a variety of approaches to stu= dy the world around us. We can integrate them into all the other key action th= emes that the United Nations propose as well as into many, many of the tradition= al school subjects. But because gender studies develop with an ever-greater disciplinary wealth, the school system should also utilize the theoretical depth of the gender studies to consider= to teach it as a subject, not only at the university level.<o:p></o:p></sp= an> <o:p> </o:p> For reason of time limits, I am= only going to mention one example of how gender intersects with the other UNESCO= key action themes: Gender is important to understand patterns of employment and migration. <o:p></o:p> <o:p> </o:p> Recently, I read on the website= of the Icelandic Gender Equality Centre that there are 2.000 fewer women in the Faroe Islands than men because women did not move back after the crisis at = the end of the 20th century. Faroese authorities now try to find ways to attract women to the islands (Jafnréttisstofa, 2009). <= o:p></o:p> <o:p> </o:p></= span> There was also a difference in Iceland at the beginning of this year—5.000 more men than wom= en, perhaps because men moved to Iceland during the recent growth years. But th= is difference between men and women is not evenly distributed: Less than 100 m= ore women than men in Reykjavík with its 120 thousand inhabitants. To compare, = in Fjarđabyggđ, the East Fjords municipality where the Alcoa aluminum smelter = is located: the difference there is near 500 more men than women, out of just under 5.000 inhabitants. (The numbers are 59.731 men and 59.816 women in Reykjavík; 2594 men and 2129 women in Fjarđabyggđ, see Statistics Iceland, n.d.)<o:p></o:p> <o:p> </o:p></= span> Various studies show that gender studies are important to understand the peripheral-center relationships (Verstad, 2001; Gíslason & Ólafsson, 2005). And I think it is vital for= the current employment situation in Iceland, faced with the consequences of the bank system collapse in the autumn of 2008, to use gender as a spectacle to understand how we can battle with unemployment.= <o:p></o:p> <o:p> </o:p> II. School development project 2008–2009: Gender equity in early childhood and compulsory schools<o:p></o:= p> I am going to tell you briefly = about the Gender equity in early childhoo= d and compulsory schools development projects that was in ten schools during = the school year of 2008 to 2009—there is more about it at the conference so I s= hall be brief here. This is an example of a school project instigated to encoura= ge and support schools to use gender spectacles to observe as much of their wo= rk as possible. It was initiated by the gender equality authorities in five communities in Iceland, the four largest municipalities as well as one more; about 65% of the nation live in these five municipalities. There was a cooperation with the Centre for Gender Equality and the ministries of social affairs and social security, and of education, science, and culture. A proj= ect manager was hired, there was a steering group that consisted of the representatives= of the five municipalities and the two ministries, and there was a four-member professional advisory group with representatives from three professional organizations, those of teachers at the early childhood and compulsory scho= ol levels and career counsellors; I had the honor of heading the professional advisory group.<o:p></o:p> <o:p> </o:p> When the schools were selected = there was some head-hunting of schools to particate although some schools volunte= ered. One reason for some difficulties of finding schools to participate was that= no particular funds were allocated to the schools for participating. On the ot= her hand, the schools themselves decided what kind of gender intervention work = they emphasized. This meant that the professionals in the schools could use their own ideas, their own school policy. They were offered support from the gend= er equality authorities in the municipalities and the professional advisory gr= oup, less from the educational authorities in the municipalities. The schools did not have to pay for the support and advice they received as schools often m= ust do when they are introducing new practices.<o:p></o:p> <o:p> </o:p> This method of introducing the project led to a variety of different projects. There were what we could ca= ll best practice example of work with children in a particular early childhood group or in a particular compulsory school classroom that may or may not ha= ve had an impact in the school as a whole. Examples of that include using the = storyline approach with fourth and sixth graders and philosophy with children with one early childhood group. In some schools research was conducted, such as on t= he gendered use of playing materials. In other schools, there was an emphasis = on something for the whole school. At least two early childhood schools looked= at their practices about whom they contacted about the children. The result was that fathers were almost never contacted at home or at work so the schools = put in practice a plan to more often contact the fathers. <o:p></o:p> <o:p> </o:p><= /span> I have deliberately only includ= ed a few examples in this discussion, without making a judgment on the quality of them. The schools themselves have evaluated the projects. The professional advisory group and the project manager have discussed and evaluated the projects, and there has been an outside evaluation of them. The schools also met at seminars a few times and discussed the progress of their work. This turned out being important (Jóhannesson, 2009b; see also a forthcoming proj= ect report).<o:p></o:p> <o:p> </o:p> III. Continuities in the school work—and the politics of gender equality education<o:p></o:p> I use here two words, continuity and development, which seem to have the same meaning as words—but w= hen we look at educational practice there is a reason to discuss the difference. „Development“ is often used about projects that have a beginning and an end, often funded by school development funds. These projects are often times thoughtful projects that are meant to have a profound impact on the school.= But there is the real possibility that the practices are not continued after the project has been formally completed. I am not saying that such an absolute = end to a school development project is the rule—it is not so—but there are vari= ous reasons to be cautious about the results of projects that may not have deep= ly rooted themselves in the teaching and the practices of the school. <o:p></o= :p> <o:p> </o:p> Our most important concern now = is how the projects in the ten schools will fare when a particular support system = is not any longer in function. Will the schools integrate the gender perspectives = they worked with into their day-to-day practices? Will they seek innovative ways= to introduce gender perspectives? Will they continue to challenge practices wh= ere the gender dimension is forgotten? Will the schools seek support if they fe= el it is needed? There is even a further danger now, during the crisis—but it = also seems to me that the crisis has caused schools to have an easier time to hi= re certified teachers than during the growth years.<o:p></o:p> <o:p> </o:p><= /span> The Gender equity in early childhood and compulsory schools is not the first effort for a comphrehensive work ab= out gender in education. In 1992 to 1994 the Nordic Council of Ministers set up= a Nordic project about gender equality and equal opportunities in teacher education, involving also schools at other school levels. In Iceland, seven projects were a part of this, and over 60 projects in all the countries. At this time, I was not working in the school system so my references are from= very books published about the project (reports, guidelines, theoretical books) (Arnesen, 1994, 1995, 1998). <o:p></o:p> <o:p> </o:p> Of course, it is too early to s= ay much about the continuity of the ten projects in the Gender equity in early childhood and compulsory schools project. But I do think there is a ripe time for gender to become a criterion in schools. I believe so in part because how much I personally and professiona= lly enjoyed working with the ten schools, the steering group, and the advisory group. More importantly, I believe I see signs and indicators of gender iss= ues to be put on the agenda of teacher education faculties and school authoriti= es. <o:p></o:p> <o:p> </o:p> One might say that I an optimis= t—and that is correct. But I am also a realist in this regard because: I also believe that continuity in gender equity work in schools will only be a fac= t if gender is stipulated as a criterion in school development. The legislation about gender stipulates it and to some extent the Icelandic compulsory school legislation but less for the other school levels in Icela= nd (early childhood, upper secondary, tertiary). <o:p></o:p> <o:p> </o:p> How can this happen? Several ye= ars ago I studied a few approaches to school development and school evaluation, including a booklet from the Ministry of Education about school self-evalua= tion (Jóhannesson, 2004; 2005). Most of these approaches did not overtly mention gender, and in the particular booklet from the Ministry there was only one question about gender. This needs to change—gender to be explicitly stated = in such guidebooks.<o:p></o:p> <o:p> </o:p> Who is responsible for fulfilin= g the law? Who is responsible for transforming the legislative stipulations into practical solutions where gender becomes not only a criterion on paper in t= he legislation but also in practice?<o:p></o:p> <o:p> </o:p> The Gender equity in early childhood and compulsory schools develop= ment work was under the auspices of gender equality authorities in the five communities that participated. These authorities are, I believe, aware of t= he limitations that they have when it comes to school development, because from the start of the project they defined it as one of the goals to enhance cooperation between gender equality and educational authorities.<o:p></o:p> <o:p> </o:p> It is not sufficient that gender equality education is primarily the responsibility of gender equality autho= rities, not any more than that the teaching of Icelandic or mathematics should be t= he responsibility of any one other than educational authorities. The gender equality authorities include the Ministry of social affairs and social security, the Icelandic Centre for Gender Equality, and gender equality politicians and officers in the various municipalities. And my statement is= not meant as a critique of them. But the statement is indeed critical of the educational authorities, which I believe do not take full responsibility for this task. And if I soon turn out to be wrong about that—that will make me happy.<o:p></o:p> <o:p> </o:p> So which educational authoritie= s are to bear the burden—and the pleasure—of having a primary responsibility for gender equity work in schools? I think that the Ministry of education, science, and culture needs to assume the pri= mary responsibility and monitor how municipal and single school authorities cond= uct gender equality education at all school levels. The Ministry would do w= ell to create a curriculum guide or another policy document about gender equali= ty education at all school levels. But I do not think that school principals n= eed to wait for that because even though the stipulations in the current curric= ula are not many, they are clear enough. The Ministry of education was indeed t= he Icelandic representative in the NORD-LILIA project in the 1990s.<o:p></o:p>= <o:p> </o:p> Another option for the Ministry of education is that the minister decides to place gender equality on top of the list of items that schools should evaluate in self-evaluation. The minister is expected every three years to publish a monitoring plan. Could gender equality, or sustainability, be some of the primary agendas to evaluate? — I am placing sustainability here because on = the same days I wrote this talk, I was also coauthoring an article on sustainability, where we recommend similar measures (Pálsdóttir et al., 2009= ). — Most importantl= y, gender needs to become more obvious as a criterion.<o:p></o:p> <o:p> </o:p> As I mentioned, one of the missions of the Gender equity in early childhood and compulsory schools project was an increas= ed cooperation between educational and gender equality authorities in the municipalities. We do not know yet if we have succeeded with that aim. Agai= n, I like to remind you on the teaching of reading, or Icelandic, or mathematics could not thinkably be placed under the auspices of other authorities than = the school authorities.<o:p></o:p> <o:p> </o:p> I have mentioned the disciplinary wealth of gender studies which, in addition= to being integrated into existing school practices and school subjects, should become a subject in the school system. I do not know at which particular sc= hool level, perhaps at the end of the compulsory school and the beginning of the upper secondary school. We could use textbooks or project work; it does not really matter if gender equality education will be taken seriously, I think= I am safe to say more seriously than today.<o:p></o:p> <o:p> </o:p><= /span> My final point about the politi= cs of gender equality education is about the responsibility of the field where I = am working—the field of educating teachers. Almost decade ago, I asked 14 experienced compulsory school teachers of various age and educational background almost none of them remembered much about gender equity in the teacher education program where the received their teaching degree (Jóhannesson, 2004). When I ask my graduate students, the answer is similar: not many of them remember that teacher education had them engage in gender issues.<o:p></o:p> <o:p> </o:p> Would I know if the teachers I = have taught in the past few years—after my teaching started to focus to a greater exten= t on gender issues and feminist educational theory? Would I know if they will remember this any better? Would I know if they have had a practical use of = what I have been requesting them to engage with? <o:p></o:p> <o:p> </o:p> The Icelandic coordinator of the NORD-LILIA project, Sigríđur Jónsdóttir, concluded about teacher education = in 1995, in her direct words: <o:p></o:p> <o:p> </o:p> Unfortunately, the= teacher training colleges have not had much effect on instructors apart from those directly involved in them. The widespread view seems to be that these issues [of gender] are well looked after in the hands of the ‘enthusiasts’, or that the subject belongs to developmental psychology and it is thus unnecessary = to discuss it in other courses as well. (Jónsdóttir, 1995, 73)<o:p></o:p></spa= n> <o:p> </o:p> And finally: Even if I could be placed in the group of those that Sigríđur Jónsdóttir calls enthusiasts, wh= at if those of us who have hold the gender in education candle suddenly find another candle that we deem more important? <o:p></o:p> <o:p> </o:p> What I call for is the responsi= bility of the teacher education faculties and departments to fulfil the responsibilities, in conjunction with other authories. What we have now tha= t we did not have during the NORD-LILIA years in the early 1990s is the academic discipline of gender studies which supports gender work in schools.<o:p></o= :p> <span lang=3DEN-US style=3D'font-s= ize:12.0pt; line-height:115%;font-family:"Calibri","sans-serif";mso-ascii-theme-font:mi= nor-latin; mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hans= i-theme-font: minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:mino= r-bidi; mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA; mso-no-proof:yes'> References<o:p></o:p> Arneson, Anne-Lise (ed.). (1994). NORD-LILIA guide. Likestilling i lćrerutdanningens innhold og arbeidsmetoder [NORD-LILIA guide. Gender Equality in the teacher education, content and teaching methods.] Oslo: Bislet Hřgskolesenter.<o:p></o:p> <o:p> </o:p> Arneson, Anne-Lise (ed.). (1995). Gender and equality as quality in scho= ol and teacher education. The final report from the 3-year Nordic project on gender and equal opportunities in teacher education. Oslo: Oslo College, Schoo= l of Education.<o:p></o:p> <o:p> </o:p> Arneson, Anne-Lise (ed.). (1998). <= /span><span lang=3DEN-US style=3D'font-size:10.0pt;line-height:115%;font-family:"Calibr= i","sans-serif"; mso-ascii-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;mso-bidi-= font-family: "Times New Roman";mso-bidi-theme-font:minor-bidi;color:black;mso-bidi-font-= style: normal'>Likt og ulikt. Kjřnnsdimensjonen i pedagogisk tenkning og praksis</= span>. HiO-= rapport 1998 nr. 2. [Also published in Iceland in 1998 as Líkt og ólíkt. Kynjavíddin í uppeldisfrćđilegri hugsun og starfi</i= >. Reykjavík: Háskólaútgáfan.]<o:p></o:p> <o:p> </o:p> Gíslason, Ingólfur V. & Ólafsso= n, Kjartan. (2005). Könsmönster i flyttningar f= rĺn landsbygden pĺ Island (ásamt Kjartani Ólafssyni). In Anna-Karin Berglund, Susanne Johansson, Irene Molina (<= /span>eds.), Med periferien i sentrum – en studie av lokal velferd, arbeidsmarked og kjönnsrelasjoner i den nordiske periferien. Alta: Norut NIBR Finnmark<o:p></o:p> <o:p> </o:p><= /span> Jafnréttisstofa [Icelandic Cent= re for Gender Equality]. (2009, 15 June). Jafnrétti kynjanna í skólum og lögum. Vel heppnađar ráđstefnur í Fćreyjum [Gender Equ= ity in schools and in the legislation. Successful conferences in the Faroe Islands]. Retrieved 10 August 2009 from http://formennska2009.jafnretti.is/fm2009/?D10cID=3DReadNews&ID=3D24.<o= :p></o:p> <o:p> </o:p> Jóhannesson, Ingólfur Ásgeir. (200= 4). Karlmennska og jafnréttisuppeldi. [Masculinity and gender equality pedagogy.] Reykjaví= k: The Centre for Women’s= and Gender Studies at the University of Iceland.= <span lang=3DEN-US style=3D'font-family:"Calibri","sans-serif";mso-ascii-theme-fo= nt:minor-latin; mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;font-weight:normal'><o:p></o:p></stro= ng> <span lang=3DEN-US style=3D'font-size:10.0pt;line-height:115%;font-family:"Calibr= i","sans-serif"; mso-ascii-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;mso-bidi-= font-family: "Times New Roman";mso-bidi-theme-font:minor-bidi;font-weight:normal'><o:p>&= nbsp;</o:p> Jóhannesson, Ingólfur Ásgeir. </spa= n>(2005). Skólaţróun í ţágu jafnréttisuppel= dis drengja. [School development to promote gender equality pedagogy for boys.]= In Úlfar Hauksson (ed.): Rannsóknir í félagsvísindum VI. Félagsvísindadeild. Erindi flutt á ráđstefnu í október 2005 [proceedings from the annual so= cial science research conference held by the Faculty of Social Sciences at the University of Iceland] (pp. 283–292</= span>). Reykjavík: Social Science Research Institute & the University of Iceland Press.<o:p></o:p> <o:p> </o:p> Jóhannesson, Ingólfur Ásgeir. (= 2009a, April 18). Hvađ felst í menntun til sjálfbćrrar ţróunar og hvernig getur hún veriđ ţungamiđja skólastarfs? [</s= pan>What is education for sustainable development and how can= it become the core of education in schools?] A keynote lecture at a confer= ence on school development and professional development, held by the School Development Division of the Faculty of Humanities and Social Sciences, University of Akureyri. Retrieved 10 August 2009 from <a href=3D"http://www.ismennt.is/not/ingo/sjalftung.htm">http://www.ismennt.is/not/ingo/sjalftung.htm</span= ></a>.<o:p></o:p></span= > <o:p> </o:p> Jóhannesson, Ingólfur Ásgeir. (= 2009b, May 26). Niđurstöđur faghóps verkefnisins [The conclusions of the professio= nal advisory group]. Talk at a conference about the Gender equity in early childhood and compulsory schools project, Kópavogur.<o:p></o:p> <o:p> </o:p> Jóhannesson, Ingólfur Ásgeir; Norđdahl, Kristín; Pálsdóttir, Auđur; Pétursdóttir, Björg; Björnsdóttir, Ey= gló; Óskarsdóttir, Gunnhildur and Reykdal, Ţórunn. (2008). Andi sjálfbćrrar ţróunar í námskrám og menntastefnu – náum honum ti= l jarđar [Let us capture the spirit of sustainable development in the curriculum and educational policy, in Icelandic with an Overview in English]. Ed. Ingólfur Ásgeir Jóhannesson. Reykjavík: Kennaraháskóli Íslands [Iceland University of Education.] Retrieved 10 August 2009 from http://skrif.hi.is/geta/files/2009/02/p4_300408.pdf.<o:p></o:p> <o:p> </o:p> Jónsdóttir, Sigríđur. (1995). Icela= nd. Report on NORD-LILIA work in Iceland. In Anne-Lise Arneson (ed.), Gender and equality as quality in scho= ol and teacher education. The final report from the 3-year Nordic project on gender and equal opportunities in teacher education (pp. 66–75). Oslo: Oslo College, School of Education.<o:p></o:p> <o:p> </o:p> Pálsdóttir, Auđur; Pétur= sdóttir, Björg= ; Óskarsdóttir, Gunnhildur; Jóhan= nesson, Ingólfur Ásgeir and Norđdahl, Kristín. (2009). Hvađ ţurfa einstaklingar ađ geta í sjálfbćru ţjóđfélagi framtíđarinnar? [What do individuals need to be competent of in a sustainable future society?] [To be published in conference proceedings in October 2009.]<o:p></o:p> <o:p> </o:p> Statistics Iceland. (n.d.). Mannfjöldi eftir sveitarfélagi, kyni og aldri 1. janúar 1998–2009 [Populati= on by municipality, gender and age, 1 January, 1998–2009]. Retrieved 11 August 2009 from http://hagstofa.is.<o:p>= </o:p> <o:p> </o:p> UNESCO (United Nations Educatio= nal, Scientific and Cultural Organisation). (No date). Education for Sustaina= ble Development. United Nations Decade 2005–2014. Retrieved 11 August 2009 from http://portal.unesco.org/education/en/ev.php-URL_ID=3D45203&URL_DO=3DDO= _TOPIC&URL_SECTION=3D201.html.<o:p></o:p> <o:p> </o:p> <div style=3D'mso-element:para-border-div;border:none;border-bottom:solid w= indowtext 1.0pt; mso-border-bottom-alt:solid windowtext .75pt;padding:0cm 0cm 1.0pt 0cm; margin-left:2.0cm;margin-right:31.5pt'> Verstad, Berit S. <s= pan lang=3DEN-US style=3D'font-size:10.0pt;line-height:115%'>(2001). Rural youth, gender construction = and visions of a rural future. In Ingi Rúnar Eđvarđsson (ed.), Bright summer nights and long distances. Rural and regional development in the Nordic-Scottish context</i= >. Akureyri: University of Akureyri.<o= :p></o:p> <o:p> </o:p> </div> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\ritverk.htm">Ritv= erk</a> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\ferill.htm">Feril= l</a> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\natt.htm">Litast = um af Hjallhól</a><o:p></o:p> © Ingólfur Ásgeir Jóhannesson, Professor of Education, University of Akureyri. Ingólfur holds a Ph.D. in curriculum and instruction from the University of Wisconsin, Madison. His research interests include educational reform, education policy, gender and education, and education for sustainable development. <o:p></o:p> <o:p> </o:p> <o:p> </o:p> </div> </body> </html> ------=_NextPart_01CA50CC.C13F6BF0 Content-Location: file:///C:/94889D12/Nordicgender_files/themedata.thmx Content-Transfer-Encoding: base64 Content-Type: application/vnd.ms-officetheme UEsDBBQABgAIAAAAIQCCirwT+gAAABwCAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKyRy2rDMBBF 94X+g9C22HK6KKXYzqJJd30s0g8Y5LEtao+ENAnJ33fsuFC6CC10IxBizpl7Va6P46AOGJPzVOlV XmiFZH3jqKv0++4pu9cqMVADgyes9AmTXtfXV+XuFDApmaZU6Z45PBiTbI8jpNwHJHlpfRyB5Ro7 E8B+QIfmtijujPXESJzxxNB1+SoLRNegeoPILzCKx7Cg8Pv5DCSAmAtYq8czYVqi0hDC4CywRDAH an7oM9+2zmLj7X4UaT6DF9jNBDO/XGD1P+ov5wZb2A+stkfp4lx/xCH9LdtSay6Tc/7Uu5AuGC6X t7Rh5r+tPwEAAP//AwBQSwMEFAAGAAgAAAAhAKXWp+fAAAAANgEAAAsAAABfcmVscy8ucmVsc4SP z2rDMAyH74W9g9F9UdLDGCV2L6WQQy+jfQDhKH9oIhvbG+vbT8cGCrsIhKTv96k9/q6L+eGU5yAW mqoGw+JDP8to4XY9v3+CyYWkpyUIW3hwhqN727VfvFDRozzNMRulSLYwlRIPiNlPvFKuQmTRyRDS 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vlink=3Dpurple> <div style=3D'mso-element:footnote-separator' id=3Dfs> <![if !supportFootnotes]> <hr align=3Dleft size=3D1 width=3D"33%"> <![endif]> </div> <div style=3D'mso-element:footnote-continuation-separator' id=3Dfcs> <![if !supp= ortFootnotes]> <hr align=3Dleft size=3D1> <![endif]> </div> <div style=3D'mso-element:endnote-separator' id=3Des> <![if !supportFootnotes]> <hr align=3Dleft size=3D1 width=3D"33%"> <![endif]> </div> <div style=3D'mso-element:endnote-continuation-separator' id=3Decs> <![if !supp= ortFootnotes]> <hr align=3Dleft size=3D1> <![endif]> </div> <div style=3D'mso-element:header' id=3Deh1> <o:p> </o:p> </div> <div style=3D'mso-element:header' id=3Dh1> = = 19.10.2009<o:p></o:p> </div> <div style=3D'mso-element:footer' id=3Def1> <o:p> </o:p> </div> <div style=3D'mso-element:footer' id=3Df1><w:Sdt SdtDocPart=3D"t" DocPartType=3D"Page Numbers (Bottom of Page)" DocPartUnique=3D"t" ID=3D"51= 462968"> 15<w:sdtPr></w:sdtPr> </w:Sdt> <o:p> </o:p>= </div> <div 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MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01CA50CC.C13F6BF0" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Windows® Internet Explorer®. ------=_NextPart_01CA50CC.C13F6BF0 Content-Location: file:///C:/94889D12/Nordicgender.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" The politics of gender equality intervention programs in schools</ti= tle>  <link rel=3DthemeData href=3D"Nordicgender_files/themedata.thmx"> <link rel=3DcolorSchemeMapping href=3D"Nordicgender_files/colorschememappin= g.xml">  <style>  </style>  </head> <body lang=3DIS link=3Dblue vlink=3Dpurple style=3D'tab-interval:35.4pt'> <div class=3DSection1> Ingólfur Ásgeir Jóhannesson, Professor of Education, University of Akureyri<o:p></o:p> The politics of gender equality intervention programs in schools<o:p></o:p> Talk at Nordic Conference on Gender Equality Education, Reykjavík, 21–22 Septemb= er 2009<o:p></o:p> Web-published as a draft manuscript [23 September 2009]= <o:p></o:p> <o:p> </o:p><= /span> Abstract<o:p></o:p> The focus of the talk is the politics of gender equality intervention programs and how gender studies can and must be implemented as= a criterion in school development. There is a discussion about the Jafnrétti í leik- og grunnskóla [Gender equity in early childhood and compulsory school= s] school development project: Its origin, how it proceeded, the work of the steering group and the professional advisory group, the outside and inside evaluations and what we can learn from the project—with a focus on the continuity and discontinuity of gender equality school development work. The discussion is aimed at drawing conclusions for educational and gender equal= ity policy in practice, and the intersection of these spheres of politics.<o:p>= </o:p> <o:p> </o:p> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\ritverk.htm">Ritv= erk</a> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\ferill.htm">Feril= l</a> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\natt.htm">Litast = um af Hjallhól</a><o:p></o:p> Overview<o:p></o:p> <p class=3DMsoListParagraphCxSpFirst style=3D'margin-top:0cm;margin-right:3= 1.5pt; margin-bottom:0cm;margin-left:2.0cm;margin-bottom:.0001pt;mso-add-space:aut= o; text-indent:0cm;line-height:115%;mso-list:l0 level1 lfo2'><![if !supportLis= ts]>- <![endif]>Gender spectacles—sustainability microscope—diversity telescope<o:p></o:p> <p class=3DMsoListParagraphCxSpMiddle style=3D'margin-top:0cm;margin-right:= 31.5pt; margin-bottom:0cm;margin-left:2.0cm;margin-bottom:.0001pt;mso-add-space:aut= o; text-indent:0cm;line-height:115%;mso-list:l0 level1 lfo2'><![if !supportLis= ts]>- <![endif]>School development project 2008–2009: Gender equity in ea= rly childhood and compulsory schools<o:p></o:p></sp= an> <p class=3DMsoListParagraphCxSpLast style=3D'margin-top:0cm;margin-right:31= .5pt; margin-bottom:0cm;margin-left:2.0cm;margin-bottom:.0001pt;mso-add-space:aut= o; text-indent:0cm;line-height:115%;mso-list:l0 level1 lfo2'><![if !supportLis= ts]>- <![endif]>Continuities in the school work—and the politics of gender equality education<o:p></o:p> <o:p= > </o:p> I. Gender spectacles—sustainability microscope—diversity telescope<o:p></o:p> Sometimes when I speak with tea= chers and the public, one could think that schools used to be simple, and now everything has been turned on its head with complicated demands to the scho= ols. It may be true that the field of education is under a great pressure—but wh= at does that mean? What kind of demands? And are these demands perceived or re= al demands?<o:p></o:p> <o:p> </o:p> Gender spectacles, a sus= tainability microscope, and a diversity tel= escope are metaphors for how we must observe schools with a variety of tools. The issues I mention here are all at once political issues and educationally important. We could add inclusion</= i> politics to the flora of issues that the schools need to deal with: What do= es it mean to have school for all: Whether able-bodied, hearing, sight-impaire= d, openly gay, Icelandic-speaking, boys, girls, rural, etc.?<o:p></o:p>= <o:p> </o:p> To look at schools through the = eyes of gender, sustainability, diversity, and inclusion creates new opportunities (Jóhannesson et al., 2008; Jóhannesson, 2009a). These issues may be a chall= enge to us teachers—but they are welcomed challenges. And these challenges are o= nly new in the sense that we may have ignored some of them, earlier on.<o:p></o= :p> <o:p> </o:p> Using the sustainability micros= cope and the diversity telescope helps the use of gender spectacles. I would particularly like to mention the policy of the United Nations for a Decade = of Education for Sustainable Development, 2005–2014, where gender equality is number one of eight key action themes for education for sustainable development. The other themes are health promotio= n, environment, rural development, cultural diversity, peace and human securit= y, sustainable urbanization, and sustainable consumption (UNESCO, n.d.). (In l= ate August 2009, this order was changed.)<o:p></o:p> <o:p> </o:p> Many of these themes, as interdisciplinary as they are, have diverse knowledge bases to pull from, f= or instance from health sciences, medicine, natural sciences, economics, rural sociology, and for what we are talking about today we have now gender studies with a firm base in feminist theory as well as in fem= inist politics. Gender studies provide us with a variety of approaches to stu= dy the world around us. We can integrate them into all the other key action th= emes that the United Nations propose as well as into many, many of the tradition= al school subjects. But because gender studies develop with an ever-greater disciplinary wealth, the school system should also utilize the theoretical depth of the gender studies to consider= to teach it as a subject, not only at the university level.<o:p></o:p></sp= an> <o:p> </o:p> For reason of time limits, I am= only going to mention one example of how gender intersects with the other UNESCO= key action themes: Gender is important to understand patterns of employment and migration. <o:p></o:p> <o:p> </o:p> Recently, I read on the website= of the Icelandic Gender Equality Centre that there are 2.000 fewer women in the Faroe Islands than men because women did not move back after the crisis at = the end of the 20th century. Faroese authorities now try to find ways to attract women to the islands (Jafnréttisstofa, 2009). <= o:p></o:p> <o:p> </o:p></= span> There was also a difference in Iceland at the beginning of this year—5.000 more men than wom= en, perhaps because men moved to Iceland during the recent growth years. But th= is difference between men and women is not evenly distributed: Less than 100 m= ore women than men in Reykjavík with its 120 thousand inhabitants. To compare, = in Fjarđabyggđ, the East Fjords municipality where the Alcoa aluminum smelter = is located: the difference there is near 500 more men than women, out of just under 5.000 inhabitants. (The numbers are 59.731 men and 59.816 women in Reykjavík; 2594 men and 2129 women in Fjarđabyggđ, see Statistics Iceland, n.d.)<o:p></o:p> <o:p> </o:p></= span> Various studies show that gender studies are important to understand the peripheral-center relationships (Verstad, 2001; Gíslason & Ólafsson, 2005). And I think it is vital for= the current employment situation in Iceland, faced with the consequences of the bank system collapse in the autumn of 2008, to use gender as a spectacle to understand how we can battle with unemployment.= <o:p></o:p> <o:p> </o:p> II. School development project 2008–2009: Gender equity in early childhood and compulsory schools<o:p></o:= p> I am going to tell you briefly = about the Gender equity in early childhoo= d and compulsory schools development projects that was in ten schools during = the school year of 2008 to 2009—there is more about it at the conference so I s= hall be brief here. This is an example of a school project instigated to encoura= ge and support schools to use gender spectacles to observe as much of their wo= rk as possible. It was initiated by the gender equality authorities in five communities in Iceland, the four largest municipalities as well as one more; about 65% of the nation live in these five municipalities. There was a cooperation with the Centre for Gender Equality and the ministries of social affairs and social security, and of education, science, and culture. A proj= ect manager was hired, there was a steering group that consisted of the representatives= of the five municipalities and the two ministries, and there was a four-member professional advisory group with representatives from three professional organizations, those of teachers at the early childhood and compulsory scho= ol levels and career counsellors; I had the honor of heading the professional advisory group.<o:p></o:p> <o:p> </o:p> When the schools were selected = there was some head-hunting of schools to particate although some schools volunte= ered. One reason for some difficulties of finding schools to participate was that= no particular funds were allocated to the schools for participating. On the ot= her hand, the schools themselves decided what kind of gender intervention work = they emphasized. This meant that the professionals in the schools could use their own ideas, their own school policy. They were offered support from the gend= er equality authorities in the municipalities and the professional advisory gr= oup, less from the educational authorities in the municipalities. The schools did not have to pay for the support and advice they received as schools often m= ust do when they are introducing new practices.<o:p></o:p> <o:p> </o:p> This method of introducing the project led to a variety of different projects. There were what we could ca= ll best practice example of work with children in a particular early childhood group or in a particular compulsory school classroom that may or may not ha= ve had an impact in the school as a whole. Examples of that include using the = storyline approach with fourth and sixth graders and philosophy with children with one early childhood group. In some schools research was conducted, such as on t= he gendered use of playing materials. In other schools, there was an emphasis = on something for the whole school. At least two early childhood schools looked= at their practices about whom they contacted about the children. The result was that fathers were almost never contacted at home or at work so the schools = put in practice a plan to more often contact the fathers. <o:p></o:p> <o:p> </o:p><= /span> I have deliberately only includ= ed a few examples in this discussion, without making a judgment on the quality of them. The schools themselves have evaluated the projects. The professional advisory group and the project manager have discussed and evaluated the projects, and there has been an outside evaluation of them. The schools also met at seminars a few times and discussed the progress of their work. This turned out being important (Jóhannesson, 2009b; see also a forthcoming proj= ect report).<o:p></o:p> <o:p> </o:p> III. Continuities in the school work—and the politics of gender equality education<o:p></o:p> I use here two words, continuity and development, which seem to have the same meaning as words—but w= hen we look at educational practice there is a reason to discuss the difference. „Development“ is often used about projects that have a beginning and an end, often funded by school development funds. These projects are often times thoughtful projects that are meant to have a profound impact on the school.= But there is the real possibility that the practices are not continued after the project has been formally completed. I am not saying that such an absolute = end to a school development project is the rule—it is not so—but there are vari= ous reasons to be cautious about the results of projects that may not have deep= ly rooted themselves in the teaching and the practices of the school. <o:p></o= :p> <o:p> </o:p> Our most important concern now = is how the projects in the ten schools will fare when a particular support system = is not any longer in function. Will the schools integrate the gender perspectives = they worked with into their day-to-day practices? Will they seek innovative ways= to introduce gender perspectives? Will they continue to challenge practices wh= ere the gender dimension is forgotten? Will the schools seek support if they fe= el it is needed? There is even a further danger now, during the crisis—but it = also seems to me that the crisis has caused schools to have an easier time to hi= re certified teachers than during the growth years.<o:p></o:p> <o:p> </o:p><= /span> The Gender equity in early childhood and compulsory schools is not the first effort for a comphrehensive work ab= out gender in education. In 1992 to 1994 the Nordic Council of Ministers set up= a Nordic project about gender equality and equal opportunities in teacher education, involving also schools at other school levels. In Iceland, seven projects were a part of this, and over 60 projects in all the countries. At this time, I was not working in the school system so my references are from= very books published about the project (reports, guidelines, theoretical books) (Arnesen, 1994, 1995, 1998). <o:p></o:p> <o:p> </o:p> Of course, it is too early to s= ay much about the continuity of the ten projects in the Gender equity in early childhood and compulsory schools project. But I do think there is a ripe time for gender to become a criterion in schools. I believe so in part because how much I personally and professiona= lly enjoyed working with the ten schools, the steering group, and the advisory group. More importantly, I believe I see signs and indicators of gender iss= ues to be put on the agenda of teacher education faculties and school authoriti= es. <o:p></o:p> <o:p> </o:p> One might say that I an optimis= t—and that is correct. But I am also a realist in this regard because: I also believe that continuity in gender equity work in schools will only be a fac= t if gender is stipulated as a criterion in school development. The legislation about gender stipulates it and to some extent the Icelandic compulsory school legislation but less for the other school levels in Icela= nd (early childhood, upper secondary, tertiary). <o:p></o:p> <o:p> </o:p> How can this happen? Several ye= ars ago I studied a few approaches to school development and school evaluation, including a booklet from the Ministry of Education about school self-evalua= tion (Jóhannesson, 2004; 2005). Most of these approaches did not overtly mention gender, and in the particular booklet from the Ministry there was only one question about gender. This needs to change—gender to be explicitly stated = in such guidebooks.<o:p></o:p> <o:p> </o:p> Who is responsible for fulfilin= g the law? Who is responsible for transforming the legislative stipulations into practical solutions where gender becomes not only a criterion on paper in t= he legislation but also in practice?<o:p></o:p> <o:p> </o:p> The Gender equity in early childhood and compulsory schools develop= ment work was under the auspices of gender equality authorities in the five communities that participated. These authorities are, I believe, aware of t= he limitations that they have when it comes to school development, because from the start of the project they defined it as one of the goals to enhance cooperation between gender equality and educational authorities.<o:p></o:p> <o:p> </o:p> It is not sufficient that gender equality education is primarily the responsibility of gender equality autho= rities, not any more than that the teaching of Icelandic or mathematics should be t= he responsibility of any one other than educational authorities. The gender equality authorities include the Ministry of social affairs and social security, the Icelandic Centre for Gender Equality, and gender equality politicians and officers in the various municipalities. And my statement is= not meant as a critique of them. But the statement is indeed critical of the educational authorities, which I believe do not take full responsibility for this task. And if I soon turn out to be wrong about that—that will make me happy.<o:p></o:p> <o:p> </o:p> So which educational authoritie= s are to bear the burden—and the pleasure—of having a primary responsibility for gender equity work in schools? I think that the Ministry of education, science, and culture needs to assume the pri= mary responsibility and monitor how municipal and single school authorities cond= uct gender equality education at all school levels. The Ministry would do w= ell to create a curriculum guide or another policy document about gender equali= ty education at all school levels. But I do not think that school principals n= eed to wait for that because even though the stipulations in the current curric= ula are not many, they are clear enough. The Ministry of education was indeed t= he Icelandic representative in the NORD-LILIA project in the 1990s.<o:p></o:p>= <o:p> </o:p> Another option for the Ministry of education is that the minister decides to place gender equality on top of the list of items that schools should evaluate in self-evaluation. The minister is expected every three years to publish a monitoring plan. Could gender equality, or sustainability, be some of the primary agendas to evaluate? — I am placing sustainability here because on = the same days I wrote this talk, I was also coauthoring an article on sustainability, where we recommend similar measures (Pálsdóttir et al., 2009= ). — Most importantl= y, gender needs to become more obvious as a criterion.<o:p></o:p> <o:p> </o:p> As I mentioned, one of the missions of the Gender equity in early childhood and compulsory schools project was an increas= ed cooperation between educational and gender equality authorities in the municipalities. We do not know yet if we have succeeded with that aim. Agai= n, I like to remind you on the teaching of reading, or Icelandic, or mathematics could not thinkably be placed under the auspices of other authorities than = the school authorities.<o:p></o:p> <o:p> </o:p> I have mentioned the disciplinary wealth of gender studies which, in addition= to being integrated into existing school practices and school subjects, should become a subject in the school system. I do not know at which particular sc= hool level, perhaps at the end of the compulsory school and the beginning of the upper secondary school. We could use textbooks or project work; it does not really matter if gender equality education will be taken seriously, I think= I am safe to say more seriously than today.<o:p></o:p> <o:p> </o:p><= /span> My final point about the politi= cs of gender equality education is about the responsibility of the field where I = am working—the field of educating teachers. Almost decade ago, I asked 14 experienced compulsory school teachers of various age and educational background almost none of them remembered much about gender equity in the teacher education program where the received their teaching degree (Jóhannesson, 2004). When I ask my graduate students, the answer is similar: not many of them remember that teacher education had them engage in gender issues.<o:p></o:p> <o:p> </o:p> Would I know if the teachers I = have taught in the past few years—after my teaching started to focus to a greater exten= t on gender issues and feminist educational theory? Would I know if they will remember this any better? Would I know if they have had a practical use of = what I have been requesting them to engage with? <o:p></o:p> <o:p> </o:p> The Icelandic coordinator of the NORD-LILIA project, Sigríđur Jónsdóttir, concluded about teacher education = in 1995, in her direct words: <o:p></o:p> <o:p> </o:p> Unfortunately, the= teacher training colleges have not had much effect on instructors apart from those directly involved in them. The widespread view seems to be that these issues [of gender] are well looked after in the hands of the ‘enthusiasts’, or that the subject belongs to developmental psychology and it is thus unnecessary = to discuss it in other courses as well. (Jónsdóttir, 1995, 73)<o:p></o:p></spa= n> <o:p> </o:p> And finally: Even if I could be placed in the group of those that Sigríđur Jónsdóttir calls enthusiasts, wh= at if those of us who have hold the gender in education candle suddenly find another candle that we deem more important? <o:p></o:p> <o:p> </o:p> What I call for is the responsi= bility of the teacher education faculties and departments to fulfil the responsibilities, in conjunction with other authories. What we have now tha= t we did not have during the NORD-LILIA years in the early 1990s is the academic discipline of gender studies which supports gender work in schools.<o:p></o= :p> <span lang=3DEN-US style=3D'font-s= ize:12.0pt; line-height:115%;font-family:"Calibri","sans-serif";mso-ascii-theme-font:mi= nor-latin; mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hans= i-theme-font: minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:mino= r-bidi; mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA; mso-no-proof:yes'> References<o:p></o:p> Arneson, Anne-Lise (ed.). (1994). NORD-LILIA guide. Likestilling i lćrerutdanningens innhold og arbeidsmetoder [NORD-LILIA guide. Gender Equality in the teacher education, content and teaching methods.] Oslo: Bislet Hřgskolesenter.<o:p></o:p> <o:p> </o:p> Arneson, Anne-Lise (ed.). (1995). Gender and equality as quality in scho= ol and teacher education. The final report from the 3-year Nordic project on gender and equal opportunities in teacher education. Oslo: Oslo College, Schoo= l of Education.<o:p></o:p> <o:p> </o:p> Arneson, Anne-Lise (ed.). (1998). <= /span><span lang=3DEN-US style=3D'font-size:10.0pt;line-height:115%;font-family:"Calibr= i","sans-serif"; mso-ascii-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;mso-bidi-= font-family: "Times New Roman";mso-bidi-theme-font:minor-bidi;color:black;mso-bidi-font-= style: normal'>Likt og ulikt. Kjřnnsdimensjonen i pedagogisk tenkning og praksis</= span>. HiO-= rapport 1998 nr. 2. [Also published in Iceland in 1998 as Líkt og ólíkt. Kynjavíddin í uppeldisfrćđilegri hugsun og starfi</i= >. Reykjavík: Háskólaútgáfan.]<o:p></o:p> <o:p> </o:p> Gíslason, Ingólfur V. & Ólafsso= n, Kjartan. (2005). Könsmönster i flyttningar f= rĺn landsbygden pĺ Island (ásamt Kjartani Ólafssyni). In Anna-Karin Berglund, Susanne Johansson, Irene Molina (<= /span>eds.), Med periferien i sentrum – en studie av lokal velferd, arbeidsmarked og kjönnsrelasjoner i den nordiske periferien. Alta: Norut NIBR Finnmark<o:p></o:p> <o:p> </o:p><= /span> Jafnréttisstofa [Icelandic Cent= re for Gender Equality]. (2009, 15 June). Jafnrétti kynjanna í skólum og lögum. Vel heppnađar ráđstefnur í Fćreyjum [Gender Equ= ity in schools and in the legislation. Successful conferences in the Faroe Islands]. Retrieved 10 August 2009 from http://formennska2009.jafnretti.is/fm2009/?D10cID=3DReadNews&ID=3D24.<o= :p></o:p> <o:p> </o:p> Jóhannesson, Ingólfur Ásgeir. (200= 4). Karlmennska og jafnréttisuppeldi. [Masculinity and gender equality pedagogy.] Reykjaví= k: The Centre for Women’s= and Gender Studies at the University of Iceland.= <span lang=3DEN-US style=3D'font-family:"Calibri","sans-serif";mso-ascii-theme-fo= nt:minor-latin; mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;font-weight:normal'><o:p></o:p></stro= ng> <span lang=3DEN-US style=3D'font-size:10.0pt;line-height:115%;font-family:"Calibr= i","sans-serif"; mso-ascii-theme-font:minor-latin;mso-hansi-theme-font:minor-latin;mso-bidi-= font-family: "Times New Roman";mso-bidi-theme-font:minor-bidi;font-weight:normal'><o:p>&= nbsp;</o:p> Jóhannesson, Ingólfur Ásgeir. </spa= n>(2005). Skólaţróun í ţágu jafnréttisuppel= dis drengja. [School development to promote gender equality pedagogy for boys.]= In Úlfar Hauksson (ed.): Rannsóknir í félagsvísindum VI. Félagsvísindadeild. Erindi flutt á ráđstefnu í október 2005 [proceedings from the annual so= cial science research conference held by the Faculty of Social Sciences at the University of Iceland] (pp. 283–292</= span>). Reykjavík: Social Science Research Institute & the University of Iceland Press.<o:p></o:p> <o:p> </o:p> Jóhannesson, Ingólfur Ásgeir. (= 2009a, April 18). Hvađ felst í menntun til sjálfbćrrar ţróunar og hvernig getur hún veriđ ţungamiđja skólastarfs? [</s= pan>What is education for sustainable development and how can= it become the core of education in schools?] A keynote lecture at a confer= ence on school development and professional development, held by the School Development Division of the Faculty of Humanities and Social Sciences, University of Akureyri. Retrieved 10 August 2009 from <a href=3D"http://www.ismennt.is/not/ingo/sjalftung.htm">http://www.ismennt.is/not/ingo/sjalftung.htm</span= ></a>.<o:p></o:p></span= > <o:p> </o:p> Jóhannesson, Ingólfur Ásgeir. (= 2009b, May 26). Niđurstöđur faghóps verkefnisins [The conclusions of the professio= nal advisory group]. Talk at a conference about the Gender equity in early childhood and compulsory schools project, Kópavogur.<o:p></o:p> <o:p> </o:p> Jóhannesson, Ingólfur Ásgeir; Norđdahl, Kristín; Pálsdóttir, Auđur; Pétursdóttir, Björg; Björnsdóttir, Ey= gló; Óskarsdóttir, Gunnhildur and Reykdal, Ţórunn. (2008). Andi sjálfbćrrar ţróunar í námskrám og menntastefnu – náum honum ti= l jarđar [Let us capture the spirit of sustainable development in the curriculum and educational policy, in Icelandic with an Overview in English]. Ed. Ingólfur Ásgeir Jóhannesson. Reykjavík: Kennaraháskóli Íslands [Iceland University of Education.] Retrieved 10 August 2009 from http://skrif.hi.is/geta/files/2009/02/p4_300408.pdf.<o:p></o:p> <o:p> </o:p> Jónsdóttir, Sigríđur. (1995). Icela= nd. Report on NORD-LILIA work in Iceland. In Anne-Lise Arneson (ed.), Gender and equality as quality in scho= ol and teacher education. The final report from the 3-year Nordic project on gender and equal opportunities in teacher education (pp. 66–75). Oslo: Oslo College, School of Education.<o:p></o:p> <o:p> </o:p> Pálsdóttir, Auđur; Pétur= sdóttir, Björg= ; Óskarsdóttir, Gunnhildur; Jóhan= nesson, Ingólfur Ásgeir and Norđdahl, Kristín. (2009). Hvađ ţurfa einstaklingar ađ geta í sjálfbćru ţjóđfélagi framtíđarinnar? [What do individuals need to be competent of in a sustainable future society?] [To be published in conference proceedings in October 2009.]<o:p></o:p> <o:p> </o:p> Statistics Iceland. (n.d.). Mannfjöldi eftir sveitarfélagi, kyni og aldri 1. janúar 1998–2009 [Populati= on by municipality, gender and age, 1 January, 1998–2009]. Retrieved 11 August 2009 from http://hagstofa.is.<o:p>= </o:p> <o:p> </o:p> UNESCO (United Nations Educatio= nal, Scientific and Cultural Organisation). (No date). Education for Sustaina= ble Development. United Nations Decade 2005–2014. Retrieved 11 August 2009 from http://portal.unesco.org/education/en/ev.php-URL_ID=3D45203&URL_DO=3DDO= _TOPIC&URL_SECTION=3D201.html.<o:p></o:p> <o:p> </o:p> <div style=3D'mso-element:para-border-div;border:none;border-bottom:solid w= indowtext 1.0pt; mso-border-bottom-alt:solid windowtext .75pt;padding:0cm 0cm 1.0pt 0cm; margin-left:2.0cm;margin-right:31.5pt'> Verstad, Berit S. <s= pan lang=3DEN-US style=3D'font-size:10.0pt;line-height:115%'>(2001). Rural youth, gender construction = and visions of a rural future. In Ingi Rúnar Eđvarđsson (ed.), Bright summer nights and long distances. Rural and regional development in the Nordic-Scottish context</i= >. Akureyri: University of Akureyri.<o= :p></o:p> <o:p> </o:p> </div> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\ritverk.htm">Ritv= erk</a> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\ferill.htm">Feril= l</a> <a href=3D"file:///C:\Users\Lenovo\Desktop\INGO-files\Netnam\natt.htm">Litast = um af Hjallhól</a><o:p></o:p> © Ingólfur Ásgeir Jóhannesson, Professor of Education, University of Akureyri. Ingólfur holds a Ph.D. in curriculum and instruction from the University of Wisconsin, Madison. His research interests include educational reform, education policy, gender and education, and education for sustainable development. <o:p></o:p> <o:p> </o:p> <o:p> </o:p> </div> </body> </html> ------=_NextPart_01CA50CC.C13F6BF0 Content-Location: file:///C:/94889D12/Nordicgender_files/themedata.thmx Content-Transfer-Encoding: base64 Content-Type: application/vnd.ms-officetheme UEsDBBQABgAIAAAAIQCCirwT+gAAABwCAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKyRy2rDMBBF 94X+g9C22HK6KKXYzqJJd30s0g8Y5LEtao+ENAnJ33fsuFC6CC10IxBizpl7Va6P46AOGJPzVOlV XmiFZH3jqKv0++4pu9cqMVADgyes9AmTXtfXV+XuFDApmaZU6Z45PBiTbI8jpNwHJHlpfRyB5Ro7 E8B+QIfmtijujPXESJzxxNB1+SoLRNegeoPILzCKx7Cg8Pv5DCSAmAtYq8czYVqi0hDC4CywRDAH an7oM9+2zmLj7X4UaT6DF9jNBDO/XGD1P+ov5wZb2A+stkfp4lx/xCH9LdtSay6Tc/7Uu5AuGC6X t7Rh5r+tPwEAAP//AwBQSwMEFAAGAAgAAAAhAKXWp+fAAAAANgEAAAsAAABfcmVscy8ucmVsc4SP z2rDMAyH74W9g9F9UdLDGCV2L6WQQy+jfQDhKH9oIhvbG+vbT8cGCrsIhKTv96k9/q6L+eGU5yAW mqoGw+JDP8to4XY9v3+CyYWkpyUIW3hwhqN727VfvFDRozzNMRulSLYwlRIPiNlPvFKuQmTRyRDS 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