Citizenship education and gender equality: A critique of action plans in Greek secondary schools

Le résumé fourni par la source

Abstract In the sociology of education, gender education follows current policies developed and promoted through citizenship education. The Sustainable Development Goals (SDGs) of the United Nations addressing global social inequalities include gender equality (SDG 5). This study addresses a critical gap in research by foregrounding gender equality as a central concern, an area often overlooked despite policy emphasis. The Greek case is indicative, with persistently low gender equality indicators compared to other EU countries. The Ministry of Education recently issued a decree on ‘ Active Citizenship Actions ’ requiring schools to implement SDG‐related actions, including the promotion of gender equity. Drawing on feminist theories, European citizenship education guidelines and the Greek educational decree, this qualitative study adopts a transformative worldview interpreting actions of 13 secondary schools in Aitoloakarnania in Western Greece, a region where gender‐sensitive practices remain difficult to implement. Data were collected electronically and analysed critically in terms of framing and critical reflexivity. Findings reveal a disconnection between policy intent and practice, with limited implementation of SDG 5 initiatives. The study concludes that teacher education and training in gender awareness and pedagogy are essential for empowering educators to design and administer effective gender equality actions.

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