Abstract
The general aim of this paper is to initiate a long-lasting systemic process of reviewing higher education in Serbia from a gender-sensitive point of view, and to offer initial input for building action plans and policies oriented towards this goal. The main focus is on analyzing legal studies from a gender-sensitive point of view and on initiating gender mainstreaming within law schools. However, this paper can aspire only to modest achievements, dealing solely with preliminary research of legal studies, with a limited but a representative sample. Namely, only two accredited study programs at two public university faculties of law in Serbia - at the Faculty of Law in Belgrade and the Faculty of Law in Nis - were taken into consideration. This pilot analysis is based on an established methodology for gender-sensitive analysis of curricula as well as of syllabi and textbooks for certain legal courses. The mentioned methodology introduces specific gender-sensitive indicators as well as three categories for assessing learning outcomes of study programs, syllabi and textbooks: gender-negative, gender-neutral, and gender-sensitive. The focus of the investigation was on of the following courses: Sociology of Law, Constitutional Law, Family Law, Labor Law, and Criminal Law. The meaning and importance of gender mainstreaming in law schools is explained in the Introduction. The normative and strategic framework for gender mainstreaming in higher education in Serbia is presented in the second chapter. The main focus of analysis - the reconsideration of curricula and textbooks from a gender perspective - is elaborated through the following three chapters: the third chapter explores the main indicators of the gender-sensitive analysis of legal education; the fourth is devoted to the analytical framework and methodology of investigation; chapter five presents the research results and their interpretation. The concluding notes clarify discrepancies between the normative and strategic international and national framework for gender mainstreaming of higher education, on the one hand, and the given state of affairs in Serbian legal education, on the other. The text includes recommendations for gender action plans, which could contribute to the improvement of legal and higher education in general.
Highlights
In the past thirty years or so, the relevant international and national legislation and strategic documents have outlined the necessity of establishing gender equality in higher education, offering to that end formal preconditions and standards for gender mainstreaming of higher education
The undergraduate study program of the University of Belgrade Faculty of Law49 consists of 76 courses, which have been distributed over four academic years, and of which 24 are obligatory courses for all stu
In this study program there is no mention of gender dimension of law, neither in the description of purpose and aims, nor in the competences proposed to be attained during the undergraduate study of law
Summary
In the past thirty years or so, the relevant international and national legislation and strategic documents have outlined the necessity of establishing gender equality in higher education, offering to that end formal preconditions and standards for gender mainstreaming of higher education. Education content and practices represent powerful instruments for reproducing current gender regimes, which have been significantly colored by the patriarchal matrix. Education represents an important channel for transferring and promoting values of freedom, social justice and equality, as well as a significant factor for improving gender equality, understood as a crucial indicator of sustainable human development in the new millennium. The obligation of education institutions in contemporary societies, especially those in transition, as is the case with Serbia, to accept and promote the idea and practice of gender equality as a basic postulate of democracy, equality and justice. The mainstreaming of gender equality in higher education requires manifold institutional, pedagogical, and education changes
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