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  • A_Capabilities_based_Gender_Equality_Analysis_of_Educational_Policy_Making_and_Reform_in_Turkey_2_

    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education on 17/06/2018, available online: http://www.tandfonline.com/10.1080/09540253.2018.1474429

    Accepted author manuscript, 587 KB, PDF-document

    Embargo ends: 17/12/19

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Capabilities-based gender equality analysis of educational policy-making and reform in Turkey

Research output: Contribution to journalJournal article

E-pub ahead of print
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<mark>Journal publication date</mark>17/06/2018
<mark>Journal</mark>Gender and Education
Publication statusE-pub ahead of print
Early online date17/06/18
Original languageEnglish

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.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Gender and Education on 17/06/2018, available online: http://www.tandfonline.com/10.1080/09540253.2018.1474429