Genus i utbildningen - tre exempel

Abstract

This article presents and discusses the view of gender in education at three departments at Gothenburg School of Economics and Commercial Law. The discussion is based upon a project among teachers at the school, financed by the Educational Government. Our experience is that the view of gender in education and it's possibilities for providing further dimensions to add to well-used pedagogical models are closely connected to the general view of science that characterises the academic subject. Resistance against change concerning introduction of gender issues increases with a more nuanced understanding of the phenomenon. Thus, the gender- as-a-variable perspective, which characterises the possihilities of introducing, gender at the Department of Statistics, encounters resistance of little value. The opinion is that gender in education is something that can unproblematically supplement today's pedagogical models. At the Department of Economic History, gender is already interwoven in the undergraduate courses as a perspective useful for the students. Still, resistance is most obvious here, since some men and women express concerns that gender takes the focus from more central and important issues. Finally, at the Department of Economics gender is seen as an interesting issue, although mostly a matter for women.