Gender perspectives in school and educational discourse in Spain and Serbia

Abstract

This paper provides a comparative analysis of historical, social, cultural and political circumstances that have contributed over a long period of time to the creation of gender-biased contexts in Spanish and Serbian school systems. Research procedures of critical discourse analysis are applied to curricular concepts, textbook discourse, and to legislative educational discourse in order to support the stand that overall patriarchal ideologies, still very much present in Spanish and Serbian societies, are directly reflected in both Spanish and Serbian classrooms. In other words, despite proclaimed gender equality, these two countries have not yet achieved authentic and comprehensive equality between boys and girls within their educational systems.