Gender and management in further education in Scotland: an agenda for research

Kadin Yöneti̇ci̇ler İçi̇n Farkli Kültürlerde Kalip Yargilr Ve Engeller

“…Contrary to previous years, sharp increase have been appeared about women leaders between the years of 2004-2010 most of which were co relational such as conflict and role discontinuity between principalship and teaching, parental and professional role conflict, job satisfaction and dissatisfaction in their career, more task baseddetailed researches of women leaders' superior position such as premature departure of genders, classroom and discipline management from a gender perspective, shared leadership practices, secondary head teachers' views over time, male role models, the entire appointments process, incongruence level within the masculine discourse, and ethnographic, cultural and indigenous studies such as socio-cultural systems of educational leadership, indigenous women leaders to authenticate and legitimate leadership realities in the cultural spaces, religio-spirituality of black principals. These are different from earlier studies which were more general topics simply underlining the cause of women minority in management role from feminist perspective (Chan, 2004;Krüger, Eck and Vermeulen, 2005;Loder and Spillane, 2005;Leathwood, 2005;Çelikten, 2005;Bradbury and Gunter, 2006;Oplatka and Atias, 2007;Court, 2007;Ducklin and Ozga, 2007;Priola, 2007;Thompson, 2007;Bradbury, 2007;Fealy and Harford, 2007;Coleman, 2007;Cushman, 2008;Oplatka and Mimon, 2008;Grummell, Devine, and Lynch, 2009;Isaac, Behar-Horenstein and Koro-Ljungberg, 2009;Neale and Özkanlı, 2010;Sperandio, 2011;Shah, 2010;Fitzgerald, 2010;White, 2010;Coronel, Moreno and Carrasco, 2010;Sherman and Beaty, 2010;Fuller, 2010;Witherspoon and Taylor, 2010;Strachan, Akao, Kilavanwa, and Warsal, 2010).…”

Preschool as an Arena of Gender Policies: The Examples of Sweden and Scotland

“…At least it clearly includes a national dimension, since gender equality is depicted as a (specifically) collective Swedish fundamental societal value. Considering the emphasis on nationality in Scottish education (Ducklin & Ozga, 2007;Corr, 2009), it may perhaps be seen as surprising that the national dimension is missing from the examined Scottish preschool documents. Still, especially in a period of globalization and increased multiculturalism (Gaine, 2008;Gewirtz & Cribb, 2008), it seems highly relevant to further scrutinize ethnicity and nationality, and the extent to which these influence constructions of gender equality issues across Europe.…”

“…Considering the dominance of anglophone voices in the field of gender and education noted by Öhrn & Weiner (2007), I would like to offer some additional words about previous Scottish research in this area. Even though a number of Scottish studies have been carried out since the beginning of the 1990s (see Paterson & Fewell, 1990;Turner et al, 1995;Powney, 1996;Riddell, 2003;Condie et al, 2006;Ducklin & Ozga, 2007;Weiner, 2007;Forde, 2008;Riddell, 2008;Weiner, 2009), and more are likely in the future (Weiner, 2007), there is a relative dominance of English gender research on education over its Scottish neighbour (Weiner, 2009;Corr, 2009). The extent to which Scotland actually constitutes part of the anglophone dominance has been questioned (Weiner, 2009) and references to the important preschool years are overall scarce in studies on gender and education in Scotland.…”

“…In education, an emphasis on egalitarianism seems to characterize Scotland and Sweden, as well as the other Nordic countries (Alexiadou & Ozga, 2002;Cohen et al, 2004;Lingard, 2008). There are also ubiquitous references to being Scottish (rather than British), which might be assumed to influence gender relations in education (Ducklin & Ozga, 2007;Corr, 2009). The aim of this study [1] is to compare and analyse the constructions of staff responsibilities for promoting gender equality, especially for the children, as outlined in Swedish and Scottish state preschool policies from the 1970s to the 2000s.…”

Gender justice paradox: Women in management positions in science and technological institutions in the central zone of Mexico

“…However, the entry of women into the management structures of these institutions at tertiary level has remained unexplored. Ducklin and Ozga (2007) have provided an entry point into this limited research as they explore women in senior management positions in further education. Though significant by focusing on women in senior management in further education, their study has no special focus on science and technology which is usually male dominated (Lynch and Nowosenetz 2009).…”