Paper Information

Journal:   BARG-E FARHANG   SPRING-SUMMER 2010 , Volume NEW , Number 21; Page(s) 112 To 120.



At present, there are lots of social and economic inequalities throughout the world. They are expanded by unstable patterns of production and consuming, unprecedented growth of population, prevailing and continuous poverty, and existence of numerous powers in cultural and political spaces. Gender inequality is one of these patterns established in the heart of all these factors and like any other inequality patterns (say, ethnic, racial, class, etc.) has proved influential in policies and services.
There is no doubt that gender discrimination is one of the discriminatory behaviors which is, at the same time, influenced by historical issues, dominant social norms and relations, collective beliefs and historical and cultural thinking. Social policy, which is based on cultural beliefs of any given society, includes or excludes the individual from some social relations due to sexual identity.
Gender analysis in social policy, which is the core of educational and other policies in the society, is the subject matter of this article.
Postmodern insights refer to development of devices that make use of social policy as well as educational policy in relation with analysis of gender problems, and through this they clarify predetermined behaviors and thoughts explaining the relations and backgrounds of them in the society.
Educational policy as a part of social policy is faced with biased gender stereotypes. The solution to this problem is consistency among those involved in social and educational policies.
This article tries to profoundly look at this issue, draw out the theories and examine Iranian educational policy with regard to gender and culture.

  • ندارد
  Persian Abstract Yearly Visit 47
Latest on Blog
Enter SID Blog