1 Danish School of Education - Research Programme in Teaching and Learning in the Disciplines, Danish School of Education, Arts, Aarhus University2 Danish School of Education - Research Programme in Teaching and Learning in the Disciplines, Danish School of Education, Arts, Aarhus University
og kønsdidaktiske interventioner
This article examines how international comparative studies (e.g. TIMSS and PISA) understand the concepts of gender (socio-cultural) and sex (biological) in their interpretations of gender statistics and how this affects the educational suggestions. The aim of the article is to challenge and expand the notion of the gender variable, which seems to appear as a rather indisputable, essential and dichotomous factor. The article explores how certain ideas about gender affect our understandings of gender differences in certain ways. Different understandings influence our interpretations of the gender gap and affect the way we deal with it. The article suggests a strategy for approaching gender issues that take inspiration from the concepts of post structuralism and performativity. Based on these concepts, the article argues in favour of a complexity-reflexive perspective on the issues of gender and gender gaps. To summarise, the article is not an evaluation of the international comparative studies, but rather an examination of conditions and constraints that set the scene for the (understandings and interpretations of the) gender-related results. Finally, the article presents a number of suggestions on how to understand gender and gender differences in their complexity and diversity.
Kubanskii Gosudarstvennyi Universitet. Izvestiya. Estestvennye Nauki: 12 Bidrag Til Danskfagets Didaktik, 2013, p. 165-180