Abstract
Abstract In the last decade, gender equity has become one of the most prominent issues in education reform efforts worldwide. Yet, questions of gender equity have received very little attention in the education reform efforts in the post-socialist countries during the transition period. Focusing on the political, economic, and social changes of the 1990s, this article examines school-based gender equity as it is treated in textbooks, curriculum, teacher attitudes, school environment, leadership and tracking. The article presents gender-sensitive strategies for reform and explores how existing ‘gender-neutral’ education practices detrimentally affect gender equity in schools, providing country-specific examples. The article concludes with recommendations for teaching in transition, given the education sphere's strong potential to redress gender inequities.
Published Version
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