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, 588 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Capabilities-based gender equality analysis of educational policy-making and reform in Turkey
AU - Cin, Firdevs Melis
AU - Karlidag-Dennis, Ecem
AU - Temiz, Zeynep
N1 - 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
PY - 2020/2/29
Y1 - 2020/2/29
N2 - 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.
AB - 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.
KW - Policy-making
KW - educational reform
KW - Turkey
KW - Capability approach
KW - gender equality
U2 - 10.1080/09540253.2018.1484429
DO - 10.1080/09540253.2018.1484429
M3 - Journal article
VL - 32
SP - 244
EP - 261
JO - Gender and Education
JF - Gender and Education
SN - 0954-0253
IS - 2
ER -