Education about, for or through gender equality? A case study of gender equality education in a Norwegian upper secondary school

Abstract

This article investigates and discusses gender equality education in social studies, in a Norwegian upper secondary school context. Research into this type of education is limited in the Norwegian context, and therefore, studies on democracy education guided the investigation. The dimensions about, for and through gender equality are used as a starting point for an empirical case study of gender equality education in a social study classroom in upper secondary education. Findings show a predominance of education about and for gender equality, while education through gender equality was absent in the analysis. This absence is addressed, and the use of the three dimensions is suggested both as tool for studying praxis and as a pedagogical tool for teaching strategy in value education.