Abstract
In this chapter, staff and students’ views on the implementation of GECM are discussed, as well as their suggestions for initiatives and projects addressing gendered attitudes and practices in schools. The researchers also offer their own reflections on the process of the implementation of GECM. Overall, the responses across the three national contexts were positive, and it appears that the project provided schools with a platform to raise gender issues, discuss injustices and reflect on existing gendered practices in the school and society. Although changing gendered attitudes and practices is a challenging and time-consuming process, it is argued that politics, lack of resources, lack of continuity, engagement of only a small number of teachers, and limited collaboration with gender experts hindered the effective implementation of GECM.
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Tsouroufli, M., Rédai, D., Guerrini, V. (2021). Teachers’ and Students’ Views on the Implementation of GECM in England, Hungary and Italy. In: Tsouroufli, M., Rédai, D. (eds) Gender Equality and Stereotyping in Secondary Schools. Palgrave Studies in Gender and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-64126-9_7
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DOI: https://doi.org/10.1007/978-3-030-64126-9_7
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