Skip to main content
SpringerLink
Log in

Whole-School Approaches for Promoting Gender Equality in Secondary Schools in England, Hungary and Italy: Reflections and Conclusions

  • Chapter
  • First Online:
Gender Equality and Stereotyping in Secondary Schools

Part of the book series: Palgrave Studies in Gender and Education ((GED))

  • 471 Accesses

Abstract

In this final chapter, the value and challenges of the GECM in promoting gender equality across three European countries, England, Hungary and Italy, are discussed. Whole-school approaches can be effective in changing attitudes and the whole-school environment. However, their design and implementation should be informed by the contingency of gender relations and the intersectionality of gender with other axes of social inequality within specific school regimes and wider national and sociopolitical regimes in Europe, which are supported by national and European gender equality and educational policies. Non-hierarchical, cross-country research collaboration and collaborative and inclusive work relations between NGOs and Universities could benefit both schools and academics and contribute to the knowledge and practice of gender equality in educational institutions.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.00
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 119.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Bibliography

  • Ahmed, S. (2006). The nonperformativity of antiracism. Meridians: Feminism, Race, Transnationalism, 7(1), 104–126.

    Google Scholar 

  • Bhabha, J., & Matache, M. (2020, June 3). Anti-Roma hatred on streets of Budapest. EUobserver. https://euobserver.com/opinion/148532

  • Bhopal, K., & Henderson, H. (2019). Competing inequalities: Gender versus race in higher education institutions in the UK. Education Review. https://doi.org/10.1080/00131911.2019.1642305

  • Breiting, S., & Mayer, M. (2015). Quality criteria for ESD Schools: Engaging whole schools in education for sustainable development. In R. Jucker & R. Mathar (Eds.), Schooling for sustainable development in Europe: Concepts, policies and educational experiences at the end of the UN decade of education for sustainable development (pp. 31–46). Springer.

    Google Scholar 

  • Equality Challenge Unit. (2019). Race equality charter. https://www.ecu.ac.uk/equality-charters/race-equality-charter/about-race-equality-charter/

  • Griffin, G. (2005). The institutionalization of women’s studies in Europe. In G. Griffin (Ed.), Doing women’s studies. Employment opportunities, personal impacts and social consequences (pp. 89–110). Zed Books.

    Google Scholar 

  • Hajdú, T., Kertesi, G., & Kézdi, G. (2014). Roma fiatalok a középiskolában. Beszámoló a Tárki Életpálya-felvételének 2006 és 2012 közötti hullámaiból (Roma youth in secondary education: Report on the 2006 to 2012 waves of Tárki’s lifecourse survey). Budapest Munkagazdaságtani Füzetek Budapest / Working Papers On The Labour Market, 2014/7. Budapest: Magyar Tudományos Akadémia Közgazdaság- és Regionális Tudományi Kutatóközpont, Közgazdaság-tudományi Intézet, Budapesti Corvinus Egyetem, Emberi Erőforrások Tanszék.

    Google Scholar 

  • Henderson, K., & Tilbury, D. (2004). Whole-School Approaches to Sustainability: An International Review of Sustainable School Programs. Report Prepared by the Australian Research Institute in Education for Sustainability (ARIES) for The Department of the Environment and Heritage, Australian Government.

    Google Scholar 

  • Korolczuk, E. (2020, May 4). Crisis is gendered. Women in the times of pandemic. https://www.gwi-boell.de/en/2020/05/04/crisis-gendered-women-times-pandemic

  • Kováts, E., & Põim, M. (2015). Gender as symbolic glue. The position and role of conservative and far right parties in the anti-gender mobilizations in Europe. Foundation for European Progressive Studies.

    Google Scholar 

  • Krizsán, A., & Roggeband, C. (Eds.). (2019). Gendering democratic backsliding in central and Eastern Europe. A comparative agenda. Center for Policy Studies, Central European University.

    Google Scholar 

  • Krekó, P., Hunyadi, B., & Szicherle, P. (2019). Anti-Muslim populism in Hungary: From the margins to the mainstream. https://www.brookings.edu/research/anti-muslim-populism-in-hungary-from-the-margins-to-the-mainstream/

  • Kuhar, R., & Paternotte, D. (Eds.) (2017). Anti-gender campaigns in Europe: Mobilizing against equality. Rowman & Littlefield.

    Google Scholar 

  • Maisuria, A. (2014). The neo-liberalisation policy agenda and its consequences for education in England: A focus on resistance now and possibilities for the future. Policy Futures in Education, 12(2), 286–296.

    Article  Google Scholar 

  • Mathar, R. (2015). A whole school approach to sustainable development: Elements of education for sustainable development and students’ competencies for sustainable development. In R. Jucker & R. Mathar (Eds.), Schooling for sustainable development in Europe. Concepts, policies and educational experiences at the end of the UN decade of education for sustainable development (pp. 15–30). Springer.

    Google Scholar 

  • Messing, V. (2017). Differentiation in the making: Consequences of school segregation of Roma in the Czech Republic, Hungary, and Slovakia. European Education, 49(1), 89–103. https://doi.org/10.1080/10564934.2017.1280336

    Article  Google Scholar 

  • Nahalka, I. (Ed.). (2017). Kockás könyv – Van kiút az oktatási katasztrófából [Checkered book—The way out of educational catastrophe]. Civil Közoktatási Platform.

    Google Scholar 

  • Radó, P. (2020). The adaptability of education systems to future challenges in context: An analytical framework. Concept Paper for the “Future Challenges to Education in Central-Eastern European Context” (EDUC) project of CEU—CPS. Center for Policy Studies, Central European University. Manuscript.

    Google Scholar 

  • Rédai, D. (2019). Discourses of inequality. Reproducing gendered, ethnic, and classed subjectivities and social inequalities through sexuality discourses in a Hungarian School. Intersections: East European Journal of Society and Politics, 5(4), 41–58. https://doi.org/10.17356/ieejsp.v5i4.580

  • Rédai, D. (2021). Comparative overview of the capacity of the education systems of five Central Eastern European countries to adapt to changing gender roles. Working paper. Center for Policy Studies, CEU Democracy Institute. https://democracyinstitute.ceu.edu/articles/dorottya-redai-comparative-overview-capacity-education-systems-five-central-eastern.

  • Réti, M., Horváth, D., Czippán, K., & Varga, A. (2015). The challenge of mainstreaming ESD in Hungary. In R. Jucker & R. Mathar (Eds.), Schooling for sustainable development in Europe: Concepts, policies and educational experiences at the end of the UN decade of education for sustainable development (pp. 201–220). Springer.

    Google Scholar 

  • Rorke, B. (2020, February 14). Orbán steps up the hate and seeks a ‘robust social mandate’ for antigypsyism. European Roma Rights Centre. http://www.errc.org/news/orban-steps-up-the-hate-and-seeks-a-robust-social-mandate-for-antigypysism

  • Sensoy, O., & Marshall, E. (2010). Missionary girl power: Saving the ‘Third World’ one girl at a time. Gender and Education, 22(3), 295–311.

    Article  Google Scholar 

  • Szalai, J. (2014). The emerging ‘ethnic ceiling’: Implications of grading on adolescents’ educational advancement in comparative perspective. In J. Szalai & C. Schiff (Eds.), Migrant, Roma and post-colonial youth in education across Europe (pp. 67–83). Palgrave Macmillan. https://doi.org/10.1057/9781137308634_5

  • Szombati, K. (2018). The revolt of the provinces: Anti-gypsyism and right-wing politics in Hungary. Berghahn.

    Google Scholar 

  • Tatli, A., & Özbilgin, M. (2012). An emic approach to intersectional study of diversity at work: A Bourdieuan framing. International Journal of Management Reviews, 14, 180–200. https://doi.org/10.1111/j.1468-2370.2011.00326.x

    Article  Google Scholar 

  • Tsouroufli, M. (2018). An examination of the Athena SWAN initiative: Critical reflections. In G. Crimmins (Ed.), Strategies for resisting sexism in the academy: Higher education, gender and neoliberalism (pp. 35–54). Palgrave Macmillan.

    Google Scholar 

  • Tsouroufli, M. (2020). Intersections of ethnicity, culture, religion, sexuality with gender and school related gender based violence (SRGBV) in England. Interdisciplinary Perspectives to Equality and Diversity’ (IPED Journal), 6(1). http://journals.hw.ac.uk/index.php/IPED/article/view/76

  • Tzanakou, C., & Pearce, R. (2019). Moderate feminism within or against the neoliberal university? The example of Athena SWAN. Gender, Work and Organisation, 26, 1191–1211.

    Article  Google Scholar 

  • Vass, Á. (2020, May 29). Radical circles’ commemorations of Budapest stabbing victims go on without major incident. Hungary Today. https://hungarytoday.hu/radical-commemoration-budapest-stabbing-victim-roma/

  • Zimmermann, S. (2007–2008). The institutionalization of Women’s and gender studies in higher education in Central and Eastern Europe and the Former Soviet Union: Asymmetric politics and the regional-transnational configuration. East Central Europe/E’Europe du Centre-Est. Eine wissenschaftliche Zeitschrift, 34–35(1–2), 131–160.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Education, Brunel University London, London, UK

    Maria Tsouroufli

  2. Democracy Institute, Central European University, Budapest, Hungary

    Dorottya Rédai

Authors
  1. Maria Tsouroufli
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Dorottya Rédai
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Maria Tsouroufli .

Editor information

Editors and Affiliations

  1. Department of Education, Brunel University London, London, UK

    Maria Tsouroufli

  2. Democracy Institute, Central European University, Budapest, Hungary

    Dorottya Rédai

Rights and permissions

Reprints and permissions

Copyright information

© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Tsouroufli, M., Rédai, D. (2021). Whole-School Approaches for Promoting Gender Equality in Secondary Schools in England, Hungary and Italy: Reflections and Conclusions. 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_8

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-64126-9_8

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-64125-2

  • Online ISBN: 978-3-030-64126-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation