A Whole-School Approach to Gender Equality: Rationale and Country Contexts

Helen Griffin; Dorottya Rédai; Valentina Guerrini

doi:10.1007/978-3-030-64126-9_1

A Whole-School Approach to Gender Equality: Rationale and Country Contexts

Helen Griffin^*
, Dorottya Rédai
, Valentina Guerrini

^*Corresponding author for this work

Development Education Centre South Yorkshire
Democracy Institute, Central European University
University of Florence

Research output: Contribution to Book/Report types › Chapter › peer-review

Abstract (may include machine translation)

This chapter provides an overview of the background to the Gender Equality Charter Mark Project. It describes the project’s rationale and the value of a whole-school approach. Differences in the socio-cultural and political contexts for the three countries (Hungary, Italy and the UK) that the project was based in are briefly described, as well as the different uses of gender terminology. After an overview of the different educational systems in each of the three countries, gender and educational policy, previous gender-related projects and development work is described in some detail. This chapter also outlines the structure of the rest of the book.

Original language	English
Title of host publication	Gender Equality and Stereotyping in Secondary Schools
Subtitle of host publication	Case Studies from England, Hungary and Italy
Editors	Maria Tsouroufli, Dorottya Rédai
Publisher	Palgrave Macmillan
Pages	1-35
Number of pages	35
ISBN (Electronic)	9783030641269
ISBN (Print)	9783030641252, 9783030641283
DOIs	https://doi.org/10.1007/978-3-030-64126-9_1
State	Published - 2021
Externally published	Yes

Publication series

Name	Palgrave Studies in Gender and Education

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 5 Gender Equality
SDG 10 Reduced Inequalities

Keywords

Gender equality
Gender policy
Inclusive education

Access to Document

10.1007/978-3-030-64126-9_1

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85114371832&doi=10.1007%2f978-3-030-64126-9_1&partnerID=40&md5=c0c97285af9c62c3aec4cded452fb524

Cite this

Griffin, H., Rédai, D., & Guerrini, V. (2021). A Whole-School Approach to Gender Equality: Rationale and Country Contexts. In M. Tsouroufli, & D. Rédai (Eds.), Gender Equality and Stereotyping in Secondary Schools: Case Studies from England, Hungary and Italy (pp. 1-35). (Palgrave Studies in Gender and Education). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-64126-9_1

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abstract = "This chapter provides an overview of the background to the Gender Equality Charter Mark Project. It describes the project{\textquoteright}s rationale and the value of a whole-school approach. Differences in the socio-cultural and political contexts for the three countries (Hungary, Italy and the UK) that the project was based in are briefly described, as well as the different uses of gender terminology. After an overview of the different educational systems in each of the three countries, gender and educational policy, previous gender-related projects and development work is described in some detail. This chapter also outlines the structure of the rest of the book.",

keywords = "Gender equality, Gender policy, Inclusive education",

author = "Helen Griffin and Dorottya R{\'e}dai and Valentina Guerrini",

year = "2021",

doi = "10.1007/978-3-030-64126-9\_1",

language = "English",

isbn = "9783030641252",

series = "Palgrave Studies in Gender and Education",

publisher = "Palgrave Macmillan",

pages = "1--35",

editor = "Maria Tsouroufli and Dorottya R{\'e}dai",

booktitle = "Gender Equality and Stereotyping in Secondary Schools",

address = "United Kingdom",

}

A Whole-School Approach to Gender Equality: Rationale and Country Contexts. / Griffin, Helen; Rédai, Dorottya; Guerrini, Valentina.
Gender Equality and Stereotyping in Secondary Schools: Case Studies from England, Hungary and Italy. ed. / Maria Tsouroufli; Dorottya Rédai. Palgrave Macmillan, 2021. p. 1-35 (Palgrave Studies in Gender and Education).

Research output: Contribution to Book/Report types › Chapter › peer-review

TY - CHAP

T1 - A Whole-School Approach to Gender Equality: Rationale and Country Contexts

AU - Griffin, Helen

AU - Rédai, Dorottya

AU - Guerrini, Valentina

PY - 2021

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N2 - This chapter provides an overview of the background to the Gender Equality Charter Mark Project. It describes the project’s rationale and the value of a whole-school approach. Differences in the socio-cultural and political contexts for the three countries (Hungary, Italy and the UK) that the project was based in are briefly described, as well as the different uses of gender terminology. After an overview of the different educational systems in each of the three countries, gender and educational policy, previous gender-related projects and development work is described in some detail. This chapter also outlines the structure of the rest of the book.

AB - This chapter provides an overview of the background to the Gender Equality Charter Mark Project. It describes the project’s rationale and the value of a whole-school approach. Differences in the socio-cultural and political contexts for the three countries (Hungary, Italy and the UK) that the project was based in are briefly described, as well as the different uses of gender terminology. After an overview of the different educational systems in each of the three countries, gender and educational policy, previous gender-related projects and development work is described in some detail. This chapter also outlines the structure of the rest of the book.

KW - Gender equality

KW - Gender policy

KW - Inclusive education

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SN - 9783030641283

T3 - Palgrave Studies in Gender and Education

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BT - Gender Equality and Stereotyping in Secondary Schools

A2 - Tsouroufli, Maria

A2 - Rédai, Dorottya

PB - Palgrave Macmillan

ER -

A Whole-School Approach to Gender Equality: Rationale and Country Contexts

Abstract (may include machine translation)

Publication series

UN SDGs

Keywords

Access to Document

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Cite this