Titlebook: Gender Equality and Stereotyping in Secondary Schools; Case Studies from En Maria Tsouroufli,Dorottya Rédai Book 2021 The Editor(s) (if app

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https://doi.org/10.1007/978-3-030-64126-9Gender based violence; Violence in schools; Gender equality in schools; Gender stereotyping in schools;

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,Developing Gender Equality Charter Marks in England, Hungary and Italy—Working with Schools,velopment and piloting in collaboration with experts across the three countries. NGOs in the three countries reached a high number of teachers and schools through their emailing lists and national and regional groups. However, recruitment in Hungary and Italy was more difficult due to the hostile co

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Research Methodology,GECM as a tool and a process for promoting change and gender equality across different educational, political and socio-cultural contexts. The purpose, challenges and limitations of the research conducted in secondary schools in the UK, Hungary and Italy are discussed, and information is provided ab

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Gendered Ideas and Practices in Secondary Schools in England,ategories of the GECM: gender stereotyping, leadership, curriculum, physical environment, school-related gender-based violence, community and inclusive education. Within each thematic category, comparisons are made across the three schools that participated in the project. There were some difference

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Post-Socialist Gender Regimes and Controversial Ideas About Gender Equality in Hungarian Schools, GECM, it is examined how the gender regime operates in the three schools that participated in the project. Within each thematic category, beyond comparisons among the schools, teachers’ and students’ mixed attitudes towards gender equality are also highlighted. The analysis reflects on how a mixtur

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Gendered and Racialised Regimes in Italian Secondary Schools,ourse of inclusive schools and commitment to educating for gender respect, in line with formal educational policy, and a heavily gendered ideology permeating all aspects of school life and sustaining the gender regimes. No substantial differences were observed across the gender regimes of the three

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,Teachers’ and Students’ Views on the Implementation of GECM in England, Hungary and Italy,essing 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