This chapter focusses on gender equality initiatives in basic education in Turkey. Drawing from documentary analysis (i.e., Ministry of National Education, teacher unions, and EU reports and newspapers) we argue that the gender equality aspect of the education agenda in Turkey has a normative conceptual policy goal that relies heavily on tangible and measurable outcomes and frames an intervention strategy based on numerical parity. There have been various attempts at collaboration with the EU to focus on quality and qualitative aspects of gender equality that could bring about more sustainable changes, such as the training of staff on gender equality issues or revision of textbooks. However, this has only led to a selective norm adoption and application. Despite the EU co-financing projects and the policies being changed to comply with EU directives, gender-equality norms are not fully practiced in education and at schools; the education system continues to replicate the status quo and gendered identities and inequalities. The chapter concludes with a discussion on how and why the EU and Turkey should broaden their understanding of gender equality in education to create sustainable changes.
|Title of host publication||Towards a Feminist Framing of Europeanisation: Gender Equality Policies and the EU|
|Publication status||Accepted/In press - 1 Oct 2020|
Cin, M., & Karlidag-Dennis, E. (Accepted/In press). Gender equality in Education: Feminist Constructions of the European Union. In Towards a Feminist Framing of Europeanisation: Gender Equality Policies and the EU Palgrave.