The main aim of the thesis is to investigate the process of the legislative reforms in Turkey between 1998 and 2005 in the context of gender mainstreaming. To illustrate the process, descriptively, the actors behind the amendments in the Turkish Constitution, Civil Code, Penal Code, Labor Law and the Law on the Protection of the Family are investigated based on the &ldquo / Gender and Development&rdquo / approach. The thesis exposes that international organizations (EU and UN), women&rsquo / s activism and state are incredibly influential in the process of the legislation stage of gender mainstreaming. The legislation stage of gender mainstreaming has been almost eventuated in Turkey, however, the second stage, which is institutionalization stage, has just started to be implemented.

Thesis (D.Phil.)--University of Oxford, 2009. / Supervisor: Dr Stephen Fisher. Bibliography: leaves 249-268.

The study explores gender representations in English literature texts used in Tanzanian secondary schools. The aim of this research is to raise awareness of, and contribute to, the general discussion regarding gender equality, and about the meeting the Millennium Development Goals (MDGs). The goals have been adopted by the government of Tanzania since 2000. The third goal (MDG 3) seeks to promote gender equality and the empowerment of women in all levels of education by 2015. The aim of this thesis was to examine the discourses underpinning the teaching of literature in Tanzanian schools in order to examine the extent to which gender representations within the texts, and as mediated by teachers, supports this discourse of equality. The inquiry is explored through a textual analysis of the texts which were used in secondary schools in Tanzania during observation, using postcolonial and feminist perspectives. The study further involved interviewing literature teachers and students, policy makers and curriculum planners and obtained their views about the representations of gender. Data were collected in six schools in three regions of Tanzania, namely Mwanza, Dodoma and Dar es Salaam. Analytical induction has been used to analyse the data collected from interviews and observation. Findings from textual analysis show that some of the texts selected for study do convey strong messages in favour of demarcation between women’s and men’s traits, roles, and occupations, but others do not. Most of this latter group criticise traditional constructions of masculinity and femininity portraying women as subordinate to men and victims of domestic violence, and traditional African practices such as arranged marriage, female genital mutilation and the denial of educational rights. Findings from observations revealed that the texts were tackled relatively uncritically. Teachers rarely encouraged pupils to engage critically with gender issues arising in the texts. Findings from interviews and observation revealed that teachers are not trained to include the goal in their teaching. The thesis concludes that although some of the literary texts have emancipatory aims as revealed in the textual analysis, the gender equality goal is unlikely to be achieved unless the implicit understandings of gender relations in teachers’ classroom practices are addressed. Recommendations are made on how to promote a more critical engagement with gender issues through the teaching of literature in the Tanzanian context.

Abstract My aim was to study gendered structures and processes and the challenges arising from them in primary teacher education. The topic was studied from structural and from agency-based and processual perspectives. The special tools used in the analyses consisted of culturally produced differences and asymmetry and the symbolic meanings given to them. The study included historical and contemporary parts. The historical part of the study acquired its focus through the structures of the first Finnish Teacher Seminar and through three annual curricula of primary teacher education in Oulu. Data for the contemporary analyses were collected during a pedagogic development project carried out at the Oulu Department of Teacher Education in the years 1988–1996 The most visible components of the gender system identifiable in the structures of the first Finnish Teacher Seminar were the following: – different aims for personal growth – sex- and grade-based division of prospective teachers: female teachers for girls of all ages and small boys, male teachers for boys aged 10 or more – differences in study subjects; especially in physical education, handicraft and pedagog – everyday chores and pedagogical tasks of the student – moral code and normative contro – different enrolment requirements The sex-related differences in the first curriculum of the Oulu College of Teacher Education were surprisingly similar to the differences seen in the first Finnish Teacher Seminar. The academic curricula proved to be ostensibly gender-neutral. But the research findings showed, in accordance with several other research findings, that formal neutrality does not eliminate institutionalised gendered features or gendered perspectives for personal and/or professional development. On the basis of the findings, the following aspects of the gender system and gender contracts in contemporary primary teacher education in Oulu could be identified: – Almost without exception, the students qualifying in the education of the first two forms were female. – Female students qualified in various subjects taught in primary school while male students rather tended to acquire their qualifications according to a more personal orientation. Their special qualifications were mostly physical education and technical work. – There was a tendency among the student teachers to notice boys differently from girls and to experience boys as more challenging, and to – interpret pupils’ school achievements in sex-related ways. This tendency was also shared by te pupils.

Since the 1990&rsquo / s, interest in the European Union (EU) gender equality policies has increased among feminist scholars and activists. In this context, studies focusing on equal pay for work of equal value, equal treatment in education, and access to employment, among others have been undertaken and different dimensions of the EU gender equality policies have been a subject of much debate. This thesis is an effort to critically review the potential of these policies vis-&agrave / -vis their capacity to bring about gender equality in the EU Member States and examine their implications for Turkey as a candidate country. The fundamental argument that underlines this thesis is that the EU gender equality regime, which is mainly concerned with equality in the work place, falls short of effectively responding to the complexities of gender inequality within diverse women&rsquo / s experiences and socioeconomic settings. In Turkey, women&rsquo / s organizations have used the EU accession process to demand major legislative reforms. As a result, it can be said that &lsquo / equality before law&rsquo / is now more or less achieved in Turkey. However, in practice, gender inequality is a pervasive problem in all spheres of life. In the area of employment serious gender v pay gaps exist and unemployment rate of Turkish women is on the rise. Women also face discrimination in other areas of concern such as in access to education and political participation and they encounter multiple forms of violence in both public and private spheres of life. In view of the diversities of women&rsquo / s experiences both in member as well as candidate countries of the EU, the thesis concludes that if the EU is to be a viable project in truly bringing about gender equality it needs to move beyond economics to include social goals within its core policies as well.

The construction and civil engineering industry has long been male-dominated, but in recent times, the gender gap has decreased and an increase in female leaders has been observed. The gender distribution is common in the industry raises questions about leadership and emphasizes the importance of conducting studies that explore the differences between men's and women's leadership. It is crucial to understand how gender can influence leadership and identify factors that contribute to an inclusive work environment. By studying previous research and analyzing these differences, the study provides deeper insights into the traits and styles that men and women can bring to leadership roles. The aim of this thesis is to investigate women's and men's leadership within the construction and civil engineering industry based on three leadership theories: transactional, transformative, and situational leadership. Specifically, the study is based on the respondents' own perceptions of their leadership. Additionally, we examine whether gender influences the choice of leadership style. The study adopts a qualitative nature with a phenomenological approach to capture individuals' perceptions. Twelve semi-structured interviews were conducted to gather the primary data of the study. The collected material underwent a seven-step analysis process to identify the study's themes, which were subsequently analyzed. The study's conclusion is that there were elements of both transformative and transactional leadership, but the majority of both men and women employed a situational leadership approach. The study found few differences between women and men in their leadership styles but did highlight factors that affect the attractiveness of the industry. / Bygg- och anläggningsbranschen har länge varit mansdominerad, på senare tid har klyftan minskat och en ökning av kvinnliga ledare har observerats. Könsfördelningen som råder inom branschen väcker frågor om ledarskap och understryker vikten av att genomföra studier som utforskar skillnaderna mellan mäns och kvinnors ledarstil. Det är viktigt att förstå hur kön kan påverka ledarskapet och vilka faktorer som kan bidra till en inkluderande arbetsmiljö. Genom att studera tidigare forskning och analysera dessa skillnader ger studien en djupare insikt i de egenskaper och stilar som män och kvinnor kan bidra med i ledarskapsrollen. Uppsatsens syfte är att undersöka kvinnors och mäns ledarskap inom bygg- och anläggningsbranschen utifrån tre ledarskapsteorier: transaktionellt, transformativt och situationsanpassat ledarskap. Specifikt bygger studien på respondenternas uppfattning om det egna ledarskapet. Vi undersöker även om genus påverkar valet av ledarskapsstil. Studien utgår ifrån en kvalitativ karaktär med en fenomenologisk ansats för att fånga upp individers uppfattningar. Tolv semistrukturerade intervjuer har genomförts för att samla in studiens primärdata. Det insamlade materialet har genomgått en analysprocess i sju steg för att finna studiens teman som sedan har analyserats. Studiens slutsats är att det fanns drag av både transformativt och transaktionellt ledarskap men att majoriteten män och kvinnor använde sig av ett situationsanpassat ledarskap. Studien fann få skillnader mellan kvinnor och män i deras ledarskapsstilar men däremot uppmärksammades faktorer som påverkar branschens attraktivitet

À partir de la notion de projet parental, nous souhaitons déconstruire, en droit, l'assignation des femmes aux questions reproductives. En effet, le corpus juridique relatif à la reproduction participe à la perpétuation des stéréotypes de genre et en particulier, ceux liés à la division sexuée du travail. Le projet parental est une notion qui a émergé avec les techniques reproductives. Pour autant, l'analyse du cadre relatif aux techniques de PMA montre de quelle manière celui-ci renforce les stéréotypes de genre. Les conditions d'accès aux méthodes de PMA sont empreintes de naturalisme et une comparaison entre le droit français et le droit suisse montre le caractère construit de ces références constantes à la nature. L'établissement du lien de la filiation renforce le cadre naturaliste : d'un côté, la filiation est établie pour les projets parentaux réalisés dans le cadre légal selon les règles du droit commun et renforce la différenciation des fondements à la filiation selon le sexe du parent ; de l'autre, les projets parentaux qui s'écartent du cadre naturaliste sont relégués aux marges du droit de la filiation, même s'ils doivent aujourd'hui être reconnus sous la pression du législateur en matière de PMA et de la CEDH concernant la GPA. En dépit de l'état actuel du droit, la notion de projet parental pourrait promouvoir au sein du droit de la reproduction l'égalité entre les sexes et la liberté reproductive. En prenant appui sur le principe d'égalité entre les sexes et la liberté reproductive nous proposons de faire évoluer le droit de la reproduction, afin qu'il y ait davantage d'autonomie et d'égalité, tant en matière de filiation que d'accès aux actes médicaux non thérapeutiques en matière de reproduction que sont l'IVG, la contraception, la stérilisation et la PMA. Nous préconisons en particulier de modifier le droit commun de la filiation en y intégrant les techniques de PMA et en faisant de la volonté le fondement principal de l'établissement de la filiation. La promotion de l'autonomie reproductive lors de la mise en œuvre des droits reproductifs se traduit par un renforcement des droits des usagers du système de santé en matière de reproduction. À travers l'exemple du droit de la reproduction, nous montrons in fine de quelle manière le droit peut contribuer à favoriser au sein de la société l'autonomie des individus et l'égalité entre les sexes. / Starting from the concept of "parental project", we aim to deconstruct the traditional roles of women in reproductive matters from a legal standpoint. Gender stereotypes, especially those related to gendered division of labour, are indeed sustained by the current reproductive legal framework. The parental project is a concept introduced by law regulating the new reproductive technologies and yet, the analysis of legal aspects of medically assisted reproduction (MAR) stresses how gender stereotypes are in fact strengthened. The legal criteria to access MAR methods are defined based on Nature and comparing French and Swiss legal frameworks shows there are no fixed rules and thus, that references to Nature are not unbiased. Moreover, when it comes to rules of filiation, the naturalistic framework is further reinforced: on the one hand, when the parental project is carried out within the legal framework, filiation is established based on general law, corroborating the gendered legal basis of filiation; on the other hand, parental projects outside of the naturalistic framework are marginalized, and if nowadays filiation should also be recognized for children born in such conditions, it is only because of legal and jurisprudential developments. In spite of this, we think that the concept of "parental project" should promote, within the legal framework of reproduction, both gender equality and reproductive autonomy. Based on the principle of sex-equality and reproductive autonomy, our proposals aim to change dispositions regarding filiation and reproductive medical acts so that they could improve gender equality and reproductive autonomy. In particular, MAR should be addressed by the general law of filiation in order to make of will the main basis of parentage. Likewise, promoting autonomy in reproductive medical acts cannot proceed without rights of the health care users. Finally this research in reproductive law could be seen as a striking example of how law could foster gender equality and individual autonomy in society.