The paper addresses the issue of gender (in)equality in the academic field in Slovenia and the role of institutions in the reproduction of inequality therein. On the basis of selected statistical data, the article begins by presenting the "state of affairs" in the Slovenian academic field and determins the distribution of its (decision-making) power. We continue with an analysis of the "self-presentation documents" from three Slovene universities, of the special institutes, and of the measures or gender equality policies in this field. Thus, we try to find an answer to the question of how gender is thought of by the selected academic institutions in Slovenia. We then compare the collected data and findings with the situation at selected nearby academic institutions (University of Vienna and the University of Bologna) which understand gender equality as a priority. According to the obtained and compared data, the article concludes that the academic institutions in Slovenia do not think gender.
COBISS.SI-ID: 68537186
The aim of the present paper is to map the development of women’s and gender studies (WGS) in the academic field in Slovenia. Slovenia is the first of the former Yugoslav state republics in which WGS have succeed- ed in entering the academic field and becoming part of institutionalised university study. In this paper we will ask the following questions: How, when and why did this happen? How was this connected to women’s and feminist movements and politics regarding women’s issues and de- mands? What were the obstacles in this process? Who were the agents and what were the factors that supported demands for the incorporation of WGS in academia? How has the field evolved in the last few decades? What were the phases of this development? Which fields were the fore- runners, which were the late-comers and which are still left aside? What are the thematic scopes taught in WGS courses? In which degrees are the courses offered and what are their modules? Who teaches them?
COBISS.SI-ID: 11576905
The paper discusses the topic of gender structure in contemporary Slovenian society. For its point of departure it takes the view that gender structure is one of the most important structures that has long been considered natural and unchangeable and therefore unproblematic. The author of the paper applies theoretical starting points (gender stucturing, gender regime, gender order) of P. Bourdieu, R. Connell, and B. Skeggs, to the analysis of the gender structure, as well as its shifts and persistencies in the field of education in Slovenia, in order to analyse how the movements in this field influenced the wider changes in the gender structure of society in the last few decades. Based on the analysis and interpretation of statistical data in the field of education, the author concludes that the structures in the field of education are persistent. Despite the fact that girls and women have achieved great success in the last few decades, this did not diminish the existing gender regimes of these institutions: the most prestigious and symbolically most important positions, the positions of power, are still predominantly occupied by men. Homosocial reproduction is pronounced in these fields, but justified by seemingly neutral rules and meritocratic principles, which are by nature genderless. The same applies to the professions in the field of law. It would therefore be difficult to conclude, based on this analysis, that the criminal offenses of women result from their achieved social power, but rather from a sense of helplessness and their deprivileged positions.
COBISS.SI-ID: 2073678
The purpose of our research is to gain a better insight into what encourages young adults, in particular young women, to enter the teaching profession. The empirical part of the article is based on a pilot study including 132 students, with data collection being based on a survey approach using a questionnaire. The research attempts to address the context from which the desired characteristics of pre-service teachers with regard to their future employment arise. We have therefore tried to single out factors influencing the choice of teaching as a career, and to examine pre-service teachers’ attitudes towards the reputation of female and male teachers. The data obtained confirm the thesis that the predominance of women in the teaching profession(s) is an effect of the harmonisation of the female respondents’ habitus and their perception of the field they are entering. The perception of the teaching profession as a vocation (calling) that can be linked to the concepts of caring, giving and helping also proves to be very important. The data also confirms the thesis that the orientation towards life and work balance is important to our respondents of both genders.
COBISS.SI-ID: 11575113
In this paper the authors present the concept of educational meritocracy and the role this regulative idea plays in the field of education. They lay out the impact of meritocratic logic, talent, and effort together with individual achievements, in relation to opportunities for re-positioning of the women in Slovenia in the mentioned field. They believe that educational meritocracy was and still is an important factor in pursuing greater equality and equity for all (in the education system and in society). Yet, authors also warn against unreflective celebration of educational meritocracy. In their opinion the concept of meritocracy has its problems and is not sufficient criterion for greater equity and gender equality in academia. In the case of women in Slovene academia they demonstrate that meritocratic principles support hegemonic structures and are not gender sensitive.
COBISS.SI-ID: 12794441