Developing Gender Equality Charter Marks in England, Hungary and Italy: Working with Schools

C. Belgeonne; V. Mihalkó; Balázs Nagy; D. Rédai; A. Sobieraj

doi:10.1007/978-3-030-64126-9_2

Developing Gender Equality Charter Marks in England, Hungary and Italy: Working with Schools

C. Belgeonne
, V. Mihalkó
, Balázs Nagy
, D. Rédai
, A. Sobieraj

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

Abstract (may include machine translation)

This chapter discusses the selection of school staff involved in the development of the GECM in England, Hungary and Italy, and the process of GECM development and piloting in collaboration with experts across the three countries. NGOs in the three countries reached a high number of teachers and schools through their emailing lists and national and regional groups. However, recruitment in Hungary and Italy was more difficult due to the hostile context to gender equality research and gender studies in general in these countries. This chapter discusses the process and challenges NGOs faced in school recruitment, teacher training, and working with experts and schools in the three countries to translate the GECM and adapt it into their socio-cultural and educational contexts. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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	37-65
Number of pages	29
ISBN (Electronic)	9783030641269
ISBN (Print)	9783030641252, 9783030641283
DOIs	https://doi.org/10.1007/978-3-030-64126-9_2
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)

Access to Document

10.1007/978-3-030-64126-9_2

Cite this

Belgeonne, C., Mihalkó, V., Nagy, B., Rédai, D., & Sobieraj, A. (2021). Developing Gender Equality Charter Marks in England, Hungary and Italy: Working with Schools. In M. Tsouroufli, & D. Rédai (Eds.), Gender Equality and Stereotyping in Secondary Schools: Case Studies from England, Hungary and Italy (pp. 37-65). (Palgrave Studies in Gender and Education). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-64126-9_2

Belgeonne, C. ; Mihalkó, V. ; Nagy, Balázs et al. / Developing Gender Equality Charter Marks in England, Hungary and Italy : Working with Schools. Gender Equality and Stereotyping in Secondary Schools: Case Studies from England, Hungary and Italy. editor / Maria Tsouroufli ; Dorottya Rédai. Palgrave Macmillan, 2021. pp. 37-65 (Palgrave Studies in Gender and Education).

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abstract = "This chapter discusses the selection of school staff involved in the development of the GECM in England, Hungary and Italy, and the process of GECM development and piloting in collaboration with experts across the three countries. NGOs in the three countries reached a high number of teachers and schools through their emailing lists and national and regional groups. However, recruitment in Hungary and Italy was more difficult due to the hostile context to gender equality research and gender studies in general in these countries. This chapter discusses the process and challenges NGOs faced in school recruitment, teacher training, and working with experts and schools in the three countries to translate the GECM and adapt it into their socio-cultural and educational contexts. {\textcopyright} 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.",

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Belgeonne, C, Mihalkó, V, Nagy, B, Rédai, D & Sobieraj, A 2021, Developing Gender Equality Charter Marks in England, Hungary and Italy: Working with Schools. in M Tsouroufli & D Rédai (eds), Gender Equality and Stereotyping in Secondary Schools: Case Studies from England, Hungary and Italy. Palgrave Studies in Gender and Education, Palgrave Macmillan, pp. 37-65. https://doi.org/10.1007/978-3-030-64126-9_2

Developing Gender Equality Charter Marks in England, Hungary and Italy: Working with Schools. / Belgeonne, C.; Mihalkó, V.; Nagy, Balázs et al.
Gender Equality and Stereotyping in Secondary Schools: Case Studies from England, Hungary and Italy. ed. / Maria Tsouroufli; Dorottya Rédai. Palgrave Macmillan, 2021. p. 37-65 (Palgrave Studies in Gender and Education).

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

TY - CHAP

T1 - Developing Gender Equality Charter Marks in England, Hungary and Italy

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AU - Belgeonne, C.

AU - Mihalkó, V.

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AU - Rédai, D.

AU - Sobieraj, A.

PY - 2021

Y1 - 2021

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AB - This chapter discusses the selection of school staff involved in the development of the GECM in England, Hungary and Italy, and the process of GECM development and piloting in collaboration with experts across the three countries. NGOs in the three countries reached a high number of teachers and schools through their emailing lists and national and regional groups. However, recruitment in Hungary and Italy was more difficult due to the hostile context to gender equality research and gender studies in general in these countries. This chapter discusses the process and challenges NGOs faced in school recruitment, teacher training, and working with experts and schools in the three countries to translate the GECM and adapt it into their socio-cultural and educational contexts. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.

U2 - 10.1007/978-3-030-64126-9_2

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A2 - Tsouroufli, Maria

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Belgeonne C, Mihalkó V, Nagy B, Rédai D, Sobieraj A. Developing Gender Equality Charter Marks in England, Hungary and Italy: Working with Schools. In Tsouroufli M, Rédai D, editors, Gender Equality and Stereotyping in Secondary Schools: Case Studies from England, Hungary and Italy. Palgrave Macmillan. 2021. p. 37-65. (Palgrave Studies in Gender and Education). doi: 10.1007/978-3-030-64126-9_2

Developing Gender Equality Charter Marks in England, Hungary and Italy: Working with Schools

Abstract (may include machine translation)

Publication series

UN SDGs

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Cite this