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Gender inclusion 2.0: Working with norm-critical perspectives for adult educators
Stockholm University, Faculty of Social Sciences, Department of Education.
2019 (English)In: Gender – Diversity – Intersectionality: (New) Perspectives in Adult Education / [ed] Martina Endepohls-Ulpe, Joanna Ostrouch-Kamińska, Waxmann Verlag, 2019, p. 175-190Chapter in book (Refereed)
Abstract [en]

The purpose of this paper is to discuss possibilities for working systematically with gender inclusion in adult education. The paper describes programme development in a Swedish folk-high-school teacher-education programme. The paper investigates how gender inclusion can be part of adult education and especially teacher training for educators in this field. As an example, the paper investigates a folk-highschoolteacher-education programme at a Swedish university where norm-critical perspectives are being introduced into university teaching. This is a relevant field for the European Society for Research on the Education of Adults (ESREA) and, specifically, the Network on Gender and Adult Learning as it touches on gender in adult educationand on how we can train adult educators in higher education with regards to gender and diversity.

Place, publisher, year, edition, pages
Waxmann Verlag, 2019. p. 175-190
Keywords [en]
University pedagogy, Folk-high-school teacher education, Gender inclusion, Gender equity, Intersectionality
Keywords [de]
Erwachsenenbildung, Lehrerbildung, Geschlecht, Gleichstellung, Intersektionalität
Keywords [sv]
Universitetspedagogik, Folkhögskola, Lärarutbildning, Genusinkludering, Normkritik, Intersektionalitet
National Category
Pedagogy
Research subject
Educational Science
Identifiers
URN: urn:nbn:se:su:diva-165260ISBN: 978-3-8309-3883-5 (print)ISBN: 978-3-8309-8883-0 (electronic)OAI: oai:DiVA.org:su-165260DiVA, id: diva2:1295610
Available from: 2019-03-12 Created: 2019-03-12 Last updated: 2019-03-12Bibliographically approved

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CiteExportLink to record
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Citation style
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