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Gender Equity as Policy Paradigm in the Irish Educational Policy Process

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  • Denis O'Sullivan

    (University College Cork)

Abstract

The construct of policy paradigm is used to analyse how the proposition that Irish education is a gendered phenomenon has been conceptualized, communicated, reflected in educational policy and acted upon in practice. Intersubjectivity is conceived as a realm of political action in education and the article seeks to excavate it more comprehensively than its usual “glossed” treatment in educational policy analysis through the schematisation of the construct of policy paradigm. The gender equity paradigm is analysed in terms of this schematisation highlighting its construction, dominion, systematisation, response to counter interpretations of gendered education and possibilities for change.

Suggested Citation

  • Denis O'Sullivan, 1999. "Gender Equity as Policy Paradigm in the Irish Educational Policy Process," The Economic and Social Review, Economic and Social Studies, vol. 30(3), pages 309-336.
    • Handle: RePEc:eso:journl:v:30:y:1999:i:3:p:309-336
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    File URL: http://www.esr.ie/vol30_3/6_O%27Sullivan.pdf
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    References listed on IDEAS

    as
    1. Hannan, Damian F. & Breen, Richard & Murray, Barbara & Hardiman, Niamh & Watson, Dorothy & O'Higgins, Kathleen, 1983. "Schooling and Sex Roles: Sex Differences in Subject Provision and Student Choice in Irish Post-Primary Schools," Research Series, Economic and Social Research Institute (ESRI), number GRS113.
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