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The volume shows how the expertise of women's and gender studies can enrich the debate on inclusion, and analyses how debates on inclusion and gender are interwoven. How can a claim to participation based on a broad understanding of inclusion be spelled out in terms of gender theory? What perspectives do women's and gender studies offer on the problems of exclusion processes in the medium of democratic promises of inclusion? How are the categories of gender and disability intertwined? How can a critical position on the programmatic debate on inclusion be formulated? The 12th Yearbook presents empirical and theoretical contributions to the relationship between approaches to inclusion and gender theory.

PISA allows for comparisons and contributes to the distribution of certain types of capital among countries, which is converted into soft power. Education has been considered an important pillar of the increased status and power China holds globally. However, Chinese participation in PISA differs from other countries, whereby only some of China's wealthiest areas participate rather than the entire country. Our research investigates China's distinct participation in PISA and its political implications through an analysis of the discourses of China and the OECD. Our findings point toward an intertwinement between local agency and global scripts regarding Chinese involvement in PISA. ; Peer reviewed

In this article, we investigated how craft curriculum enacted in 2016 is reflected in the current discussions of the craft stakeholders, that is, the teachers, the government employees, the researchers, and the student teachers. In the curriculum, textile craft and technical craft, previously perceived mainly as separate entities, were conjoined as an approach in which "multiple materials are used, and activities are based on craft expression, design, and technology" (FNBE, 2014). This caused confusion in the field about the goals of craft education. The discussions concerning the undertaking of the new craft curriculum were analysed by document analysis. The data consisted of craft teachers' professional magazines, curriculum blog, and written statements. Three emerging themes were found to be central: lesson hour distribution, multi-materiality, and technology education. The analysis revealed that there was a shared understanding about the lesson hour distribution not being enough to enable the proper fulfilment of the craft curriculum. Conflicting views were expressed about the implementation of multi-materiality and technology education. In general, the textile craft stakeholders were open to adapt a more multi-material approach to their teaching, seeing it as bringing also new opportunities. Many technical craft teachers believed that multi-materiality is an artificially-constructed concept, and they saw technology education as already being an essential part of technical craft teaching. Obviously, the curriculum reform has caused turbulence that is dividing craft stakeholders and especially the craft teachers. ; In this article, we investigated how craft curriculum enacted in 2016 was reflected in the current discussions of the stakeholders, that is, the craft teachers, the craft student teachers, the craft teacher educators, and the government employees. In the curriculum, textile craft and technical craft, previously perceived mainly as separate entities, were conjoined as an approach in which "multiple ...

Researchers often find themselves reflecting on either/or questions. This article examines the multiple discursive reality of gender equality, a topic comprising several juxtapositions connected to either/or thinking which also provide the topic its legitimacy. The examples come from the context of gender equality work and gender equality policy, which has been shaped in Finland by public bodies focused on equality, the Government and Government bodies, ministries, political parties, labour market organizations and NGOs, particularly the women's movement. Our aim was to establish a discursive-deconstructive reading that would allow us to move from either/or thinking to a both/and approach. This kind of approach enables to consider and acknowledge differences as cultural categorisations enabling to categorize and hierarchise people. ; Peer reviewed

We draw on interaction oriented focus group research and conversation analysis to study the conversation analytic data session as a pedagogical institution. Drawing on focus group interviews among conversation analytic experts and novices, we considered (1) the degree of sharedness of different normative orientations among the conversation analysts regarding the data session and (2) possible differences in how novice and expert conversation analysts orient, perceive and evaluate data session normativity. We found both the experts and novices to engage in adelicate act of balancing between two normative ideals — that everyone should contribute to the joint analysis and that everyone who contributes to the joint analysis should be constructive. The experts displayed a strong consensus that all data session participants' contributions should be treated equally — given that all of them are competent language users. Th enovices, thenagain, emphasized the different levels of experience between the data session participants and sought for recognition of their own lower competence in relation to that of the experts. It thus seems that the collaborative, democratic practices, which are seen as empowering by the experts, invoke anxiety in the novices. Making this tension visible can enable the development of conversation analytic datasessions from the pedagogical perspective. ; We draw on interaction-oriented focus group research and conversation analysis to study the conversation-analytic data session as a pedagogical institution. Drawing on focus group interviews among conversation-analytic experts and novices, we considered (1) the degree of sharedness of different normative orientations among the conversation analysts regarding the data session and (2) possible differences in how novice and expert conversation analysts orient, perceive and evaluate data-session normativity. We found both the experts and novices to engage in a delicate act of balancing between two normative ideals—that everyone should contribute to the joint analysis and that everyone who contributes to the joint analysis should be constructive. The experts displayed a strong consensus that all data-session participants' contributions should be treated equally—given that all of them are competent language users. The novices, then again, emphasized the different levels of experience between the data-session participants and sought for recognition of their own lower competence in relation to that of the experts. It thus seems that the collaborative, democratic practices, which are seen as empowering by the experts, invoke anxiety in the novices. Making this tension visible can enable the development of conversation-analytic data sessions from the pedagogical perspective. ; Peer reviewed

The general intention with the follow-up study is to shed light on the contract education program of the FoU (Lic) and on the academic supervision out of the perspectives of the five Licentiate candidates. The focus is on their implicit knowledge, explicated as their habitus towards participating in the academic world as research students and, at the same time, professionally working in the field that is as well the field of their scientific interest as that of political interests and social demands.

The purpose of the paper is to represent the possibility for changes into the way of education for future OSH engineers. The changes are generally in a matter of implementing a model for education the would combine theoretical and practical experiences and direct practice regarding the application of the OSH legislation and OSHAS systems, which i future will be applied into teaching activities. On the other hand the subject of the paper is also the economical factor as a element (advantage or barrier) for implementation, maintaining and improving the OSH system or the legislation regarding the safety at work, especially in real systems in Macedonia.

"Das Programme for International Student Assessment untersucht, wie gut die jungen Menschen [sc. ein Querschnitt 15-jähriger Schüler/innen] in den teilnehmenden Staaten auf Herausforderungen der Wissensgesellschaft vorbereitet sind." - So das erklärte Ziel der PISA-Studien, die im Turnus von 3 Jahren durch die Organisation for Economic Cooperation and Development (OECD) durchgeführt und ausgewertet werden. Die OECD verfolgt das Ziel einer optimalen Wirtschaftsentwicklung. Bezugspunkt für die Konzeption der international angelegten, quantitativen PISA-Leistungstests sind nicht die nationalen Curricula, sondern ein in der Rahmenkonzeption der OECD dargelegter eigener Bildungsbegriff, der im Englischen als literacy bezeichnet wird: "In PISA, literacy is regarded as knowledge and skills for adult life." Über die Messung von Schulwissen hinaus soll solches Wissen und sollen solche Fertigkeiten erfasst werden, die in außerfachlichen Kontexten "[.] für persönliches, soziales und ökonomisches Wohlergehen" relevant sind. Die statistischen Auswertungen der mithilfe von Frage- und Testbögen erhobenen Daten beschreiben korrelative Zusammenhänge zwischen Umgebungsmerkmalen und Kompetenzen. Die Ergebnisse sind testbasiert, stufenskaliert, fachbezogen, an psychometrisch modellierten Kompetenzen, an Normen und strikt am Output orientiert. Die seit der Veröffentlichung der ersten Ergebnisse von PISA 2000 entwickelten Maßnahmenkataloge heben im Wesentlichen auf eine Standardisierung schulischer Bildungsprozesse durch länderübergreifende Bildungsstandards, Kerncurricula und leistungsorientierte Tests ab. Die auf die Ergebnisse der PISA-Studien hin verlautbarte dringliche Forderung einer besonderen Unterstützung von Schüler/innen, die aufgrund ihrer schwierigen Lernausgangslagen benachteiligt sind, hingegen wird von durchgreifenden politischen Maßnahmen flankiert, die eine ganz andere Sprache sprechen, so u.a. dramatische bundesweite Kürzungen bei der Finanzierung von Integrationsmaßnahmen von Migrant/inn/en, gravierende Einschränkungen des Unterrichts im Fach DAZ (Deutsch-als-Zweitsprache) in Berlin.