Studien syftar till att studera jämställdhetsarbetet och synen på jämställdhet i en kommunal förvaltning. Ambitionen är att ur ett jämställdhetsperspektiv identifiera förbättringsområden och komma med förslag på strategiskt jämställdhetsarbete och hållbar jämställdhetsutveckling inom förvaltningens olika enheter. I vår studie har vi använt en kvalitativ ansats i syfte att nå en djupare förståelse för hur respondenterna upplever och ser på jämställdhet och jämställdhetsarbetet i förvaltningen. För att nå en sådan förståelse har vi sammanlagt gjort tio semistrukturerade intervjuer varav en dessa tio var en informantintervju. Vi använde oss av Kvales meningskoncentrering där de större meningarna som intervjupersonerna uttalade formulerades mer koncentrerat för att underlätta analysen av vår empiri. Resultatet i denna studie tyder på att respondenterna har olika föreställningar om vad jämställdhet är och innebär. Medarbetarna och arbetsgivarna får inte tillräckligt med information vad gäller jämställdhetsarbetet och de flesta känner inte till förvaltningens jämställdhetsplan. I och med detta kan de inte heller tillämpa eller arbeta utifrån jämställdhetsplanen i förvaltningens dagliga arbete. / The study aims to examine gender equality and the perception of equality in a municipal administration. The ambition is that from a gender perspective to identify areas for improvement and make suggestions on strategic gender equality and sustainable gender development in the administrations different units. In our study we have used a qualitative approach in order to reach a deeper understanding of how respondents perceive and look at gender and gender equality in the administration. In order to achieve such understanding we have made a total of ten semistructured interviews which one of these ten was an informant interview. We used Kvale's sentence concentrator where the larger sentences that respondents stated were formulated more concentrated in order to facilitate the analysis of our empirical data. The result of this study indicates that respondents have different perceptions of what equality is and means. Employees and employers may not get enough information in terms of gender equality, and most are not aware of administration's equality plan. In doing so, they cannot apply or work from gender perspective in the administration's daily work.

Syftet med denna uppsats är att undersöka jämställdheten inom den svenska idrottsrörelsen. Mer precist handlar det om att analysera kvinnliga idrottsutövares livsberättelser med fokus på jämställdheten inom det idrottsliga föreningslivet. Ambitionen är att belysa hur kvinnliga idrottare upplever och hanterar frågor som har med jämställdhet och idrott att göra på daglig basis i sin idrottsliga praktik. Ett flertal frågeställningar innehar en vital karaktär i den föreliggande studien: Upplever kvinnliga idrottsutövare att utvecklingen går åt ”rätt håll”, det vill säga att idrottslivet blir mer jämställt? Är det något eller några område som är särskilt förbisedda och/eller välutformade när det gäller jämställdhetsfrågor? Finns det några signifikanta skillnader mellan de olika idrotter som studerats, sett ur ett jämställdhetsperspektiv? Dessa frågor utgör bara ett par exempel på fundamentala frågeställningar i denna kontext.   För att söka svar på dessa frågor har en kvalitativ metod tillämpats med inriktning mot livsberättelse. I studien intervjuades tolv kvinnliga idrottare, från såväl elitidrotten som breddidrotten, vilka representerade sex olika idrotter, vilka är ishockey, fotboll, handboll, innebandy, volleyboll och vattenpolo. Av resultaten från den föreliggande studien framgår det bland annat att merparten av studiedeltagarna anser att utvecklingen går åt rätt håll, d.v.s. de uppfattar att sina respektive idrotter har blivit mer jämställda. Icke desto mindre betonar respondenterna att det emellertid finns mycket som behöver förbättras. / The purpose with this paper is to investigate gender equality in Swedish sports. More precisely, it is about analyzing female athlete’s life stories focusing on equality within female sports associations. The aim is to highlight how female athlete’s experience and handle issues related to gender and sports. There are a number of vital questions looked into in this paper: Are the female athlete’s experiencing that the development is moving in right direction, that is to say that sports life are becoming more equal? Is there any other area that is particularly neglected regarding gender equality? Are there any significant differences between the sports covered in this paper in terms of gender equality? These questions are just some examples of fundamental issues in this context.   In order to find answers to these questions, a qualitative method has been used focusing on life stories collected during interviews with twelve female, both elite and non-elite athlete’s from six different sports, which are ice hockey, soccer, handball, floor ball, volleyball and water polo. The results show that the majority feels that the development is going in the right direction, in other words they feel that their respective sports have become more equal. Nonetheless, the respondents however emphasizes that there is much that needs to be improved.

Given the continuing imbalances and current crisis with regard to gender-based violence in South Africa, the education of learners with regard to gender-based issues has been identified as critical. The South African school curriculum includes the compulsory subject, Life Orientation, which explicitly includes human rights issues such as gender equality. While official education policy documents promote gender equality in accordance with South Africa‟s Constitution and Bill of Rights, the teaching-learning thereof is not adequately articulated in classroom practice. This study seeks to explore this discrepancy. The study is located within a feminist paradigm, the common aim of which is to challenge gender inequalities in society and contribute to the transformation of the lives of women. Literature was reviewed and provides clarification of the concept of gender equality, and in particular, in the context of education and schooling, and subsequent classroom practices. Sociological theories underpinning the construction of identity, together with a psychological approach, namely the Dialogical Self Theory, complemented by the concept of „identity capital‟, construct the theoretical framework and the lens through which to analyse the data. In keeping with the feminist research paradigm, narrative inquiry is the preferred research methodology. Methods for data collection include self-administered questionnaires, written narratives and semi-structured, individual, face-to-face interviews. Nine female teachers of Life Orientation, teaching in six different schools, in four provinces in South Africa, voluntarily participated in this study. Employing narrative analysis, the crystallised data are presented in nine individual portraits. Each of these is analysed and discussed according to the concepts of the theoretical sociological and psychological framework. The data analysis gives insight into the selected teachers‟ understanding of gender equality, the position in general of women in their religious and cultural discourses, and their own positioning in their personal, social and professional domains. The findings of this study show that the strength of a teacher‟s „identity capital‟ informs her gender identity transformation. Increased extent and strength of „identity capital‟, enabling the articulation of gender identity transformation in every domain of their lives, has the potential of developing teachers‟ classroom practice into classroom praxis. Effective teaching-learning about gender equality has the potential of informing the development of their female and male learners and to be transformative for South African society. This study contributes to research on teacher identity, the development of their normative professionalism, and teaching-learning in classroom practice. The findings also inform a broader international SANPAD1 research project, (2010 – 2012). Recommendations for further research include issues relating to professional teacher education programmes, focusing on extending and strengthening teachers‟ „identity capital‟ as the core stimulus for the development of teachers‟ normative professionalism. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

Given the continuing imbalances and current crisis with regard to gender-based violence in South Africa, the education of learners with regard to gender-based issues has been identified as critical. The South African school curriculum includes the compulsory subject, Life Orientation, which explicitly includes human rights issues such as gender equality. While official education policy documents promote gender equality in accordance with South Africa‟s Constitution and Bill of Rights, the teaching-learning thereof is not adequately articulated in classroom practice. This study seeks to explore this discrepancy. The study is located within a feminist paradigm, the common aim of which is to challenge gender inequalities in society and contribute to the transformation of the lives of women. Literature was reviewed and provides clarification of the concept of gender equality, and in particular, in the context of education and schooling, and subsequent classroom practices. Sociological theories underpinning the construction of identity, together with a psychological approach, namely the Dialogical Self Theory, complemented by the concept of „identity capital‟, construct the theoretical framework and the lens through which to analyse the data. In keeping with the feminist research paradigm, narrative inquiry is the preferred research methodology. Methods for data collection include self-administered questionnaires, written narratives and semi-structured, individual, face-to-face interviews. Nine female teachers of Life Orientation, teaching in six different schools, in four provinces in South Africa, voluntarily participated in this study. Employing narrative analysis, the crystallised data are presented in nine individual portraits. Each of these is analysed and discussed according to the concepts of the theoretical sociological and psychological framework. The data analysis gives insight into the selected teachers‟ understanding of gender equality, the position in general of women in their religious and cultural discourses, and their own positioning in their personal, social and professional domains. The findings of this study show that the strength of a teacher‟s „identity capital‟ informs her gender identity transformation. Increased extent and strength of „identity capital‟, enabling the articulation of gender identity transformation in every domain of their lives, has the potential of developing teachers‟ classroom practice into classroom praxis. Effective teaching-learning about gender equality has the potential of informing the development of their female and male learners and to be transformative for South African society. This study contributes to research on teacher identity, the development of their normative professionalism, and teaching-learning in classroom practice. The findings also inform a broader international SANPAD1 research project, (2010 – 2012). Recommendations for further research include issues relating to professional teacher education programmes, focusing on extending and strengthening teachers‟ „identity capital‟ as the core stimulus for the development of teachers‟ normative professionalism. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

Denna studie syftar till att undersöka internatskolepojkar i Kenyas inställning till kvinnor somvidareutbildar sig på tertiär nivå ur ett globalt, nationellt och personligt perspektiv. Frågeställningarnavar: ”Hur resonerar pojkarna kring kvinnor som utbildar sig på högskolenivå ur ett globalt, nationellt ochpersonligt perspektiv?”, ”Hur formuleras jämställdhetsfrågor i gymnasieskolans läroplan och Vision2030-målen och hur kan det relateras till pojkarnas uppfattningar om kvinnor med högre utbildning?”samt ”Hur kan man förstå pojkarnas resonemang i dessa frågor?”. Sex pojkar intervjuades för studiengenom ett bekvämlighetsurval, och två styrdokument valdes (även de av bekvämlighetsskäl) för enlitteraturstudie.Pojkarna ansåg alla att det var av godo att kvinnor vidareutbildade sig eftersom det var ett sätt för bådevärlden och Kenya att använda sig av hela befolkningens intellektuella kapital. De personliga motivenfokuserade främst på att en högutbildad fru innebar att man kan hjälpas åt i försörjningen av familjenmen också för att man blir mer samspelta i sitt äktenskap. Två av pojkarna hävdade att det låg hög socialstatus i att ha en välutbildad fru. Dock var flera av pojkarna överens om att en kvinna inte ska vara högreutbildad än sin make eftersom det då verkar som att hon är familjeöverhuvudet. Den med högstutbildning var alltså den som åtnjöt mest makt i äktenskapet.Pojkarnas åsikter går att förklara genom mödrarnas höga utbildningsnivå som gjort dem vana vidvälutbildade kvinnor, de kom från höginkomst- eller medelinkomsttagarfamiljer som alltså var beroendeav penninginkomster snarare än jordbruk och de var en del av en mer tillåtande kultur som hänger ihopmed att bo i stad. I styrdokumenten så fokuserades det mycket på nationell enighet snarare än på genus,men det som fanns var främst angående jämlikhet snarare än jämställdhet. / This study aims to investigate the attitude of Kenyan boarding school boys in secondary schoolregarding higher education for women from a global, national and personal perspective. The questionsasked were: “How does the boys reason regarding higher education for women from a global, nationaland personal perspective?”, “How are gender equality issues expressed in the syllabus and Vision 2030aims?” and lastly “How can the boy’s reasoning be understood regarding these opinions?”. Six boyswere interviewed and two documents regulating the management of the school were chosen for a literarystudy, both from a convenience selection.The boys believed that it was a good thing for Kenya and for the world as a whole that women studied atuniversities since that enabled the usage of the intellectual assets of the entire population. The personalmotives were focused on the fact that the woman could provide an extra income for the family, but alsothat a highly educated wife meant that they as a couple could interact on a more even level intellectually.Two of the boys meant that a highly educated wife meant a higher social status. Several of the boysagreed that the wife should not have a higher education than her husband since that meant that sheseemed to be the head of the family. The person with the highest level of education in the family is thusthe one with the most power in the marriage.The boys’ opinions could be explained by their own mother’s high level of education which made themaccustomed to highly educated women, they were all from high income or medium income families whowere more dependent on monetary income rather than farming, and lastly they were part of a moreaccepting culture that’s connected to city life. In the school management documents, there was morefocus on national unity rather than gender, but what was there was primarily regarding gender parityrather than gender equality.

Lygybės prieš įstatymą, teisės apsaugos ir nediskriminavimo principai yra laikomi žmogaus teisių pamatinėmis normomis, kuriomis turi būti grindžiama teisės sistema. Lygybė reiškia, kad visi žmonės gimta laisvi ir lygūs, turi tokias pačias teises, yra vienodai gerbiami ir vertinami tiek šeimos, tiek ir visuomeniniame gyvenime. Vadovaujantis lygybės principu, visi žmonės yra lygūs savo prigimtinėmis teisėmis bei orumu, todėl niekam neturėtų būti paneigtos žmogaus teisės dėl tautybės, etninės kilmės, rasės, religijos, lyties, amžiaus, kalbos, seksualinės orientacijos, negalios, politinių ir kitų pažiūrų, bei remiantis kitais diskriminaciniais pagrindais. Lygybės principas yra neatskiriamas nuo nediskriminavimo principo, kuris jį papildo, bei sudaro bendrą ir pagrindinį žmogaus teisių principą. Nediskriminavimo principas iš tiesų reiškia, kad turi būti lygios teisės tarp vyrų ir moterų visose gyvenimo srityse. Nors žmogaus teisių apsauga sulaukia vis didesnio dėmesio tarptautinėje bendruomenėje, tačiau,vis tik išlieka susirūpinimas dėl moterų teisių apsaugos, kadangi ne visada tarptautiniai žmogaus teises ginantys dokumentai yra pajėgūs užtikrinti vyrų ir moterų lygiateisiškumą, o moterų teises ginantys dokumentai nesulaukia pakankamo musulmoniškų šalių pripažinimo, ypač tose srityse, kurios glaudžiai susijusios su musulmonų religijos ir kultūros aspektais. Magistriniame darbe bus kompleksiškai išanalizuotas lyčių lygybės principas šeimos teisiniuose santykiuose... [toliau žr. visą tekstą] / Equality before the law, protection of the rights and non-discrimination are considered as core set of human rights norms and must form the whole legal system. Equality means that all people are born free and equal, have same rights and are equally respected and valued both in family and society. In accordance with the principle of equality of all people are equal in their natural rights and dignity, so no one should be denied human rights on grounds of nationality, ethnicity, race, religion, gender, age, language, sexual orientation, disability, political or other opinion which are based on other discriminatory basis. The principle of equality is inherent in the principle of non-discrimination which it complements and includes general and basic human rights. Non-discrimination principle in fact implies that there must be equality of rights between men and women in all spheres of life. Although the protection of human rights receive growing attention in the international community, however, there is still a concern for women's rights, as not always protecting international human rights and not always welcomed by Muslim countries, especially in areas that are closely associated with the Muslim religion and culture. This master's thesis will be analyzing a comprehensive gender equality in the legal family relations at the international level which is based on Sharia law. It will be focusing on the situation of women in the legal assessment of family relationships through... [to full text]

The present study is the first of its kind. It is a study about the involvement of Kuwaiti females in sports and physical recreation. The study invesigates both the structures and resources that make female participation in sports and physical recreation possible, and the ideological and physical barriers that prevent girls and young women from taking part. The development of female sports and physical recreation in Kuwait is investigated in relation to relevant historical and political developments, taking particular account of the influence of Islamic ideologies about the role of women in society, women's enfranchisement, and women's bodies. It provides evidence from the Holy Qur'an in support of the need for girls and women to exercise their bodies. The research highlights the contradictory position that Kuwaiti women find themselves in living in a relatively liberal Islamic state with an official discourse of gender equality, but facing traditional and unequal gender divisions in daily life and throughout culture, specifically in sports and physical recreation. Opportunities for females in sports and recreation are tied to the political administration system of the state and the study looks at the present day situation of public provision and resourcing, following the liberation of the country from Iraq, as well as private resources that have developed as a result of westernized, global influences.. The study presents recommendations for Kuwaiti sports policy-makers, planners, and providers - that may be useful, too, for those in other societies in the Arabian Peninsula - concerning sports and physical recreation for Muslim girls and women in the future. The project traces the development of organised sport and physical recreation for females from 1950 until the present day. It includes details of physical education in schools, and the establishment and expansion of sport clubs and other facilities that are now in the country. Reference is made to the role of government agencies and departments - in particular the Public Authority for Youth and Sport (PAYS) that has special responsibility to establish stronger and more specialized opportunities. Since there is virtually no previous research or literature about the topic of girls and young women's involvement in sport and physical recreation in Kuwait, the main method of data collection was through questionnaires and interviews, supported by documentary evidence, including official statements.

The purpose of this study is to understand how do some pre-school teachers and parents in Pakistan perceive the concepts of gender and gender equality. The study has been completed through interviews based on four key questions, which are: How do two pre-school teachers in Pakistan understand their teaching practice in relation to gender? How do two parents think of treating their children equally regardless gender in pre-school and how do they think girls and boys should be raised? The method I have used for this research is qualitative method. I have been interviewing two pre-school teachers and two parents in a pre-school environment, located in Karachi Pakistan. In order to analyze the result and to get a deeper understanding of the collective knowledge gathered from the interviews, theories surrounding gender equality and Vygotsky’s sociocultural theory have been used. Earlier research done within this area has been used to put this study into perspective. The results of this study shows that the teachers perceive gender as a social construction and that gender is a creation of social interaction. In the study's results, shows that parents believe that boys and girls should get equal treatment at pre-school regardless their gender.

Several cases of single repeat offenders in urban space have raised public concern in Sweden during recent decades. Few studies have been conducted on consequences of the kind of ‘hostage situations’ that emerge when one individual offender causes fear and affects a larger group of people in a specific place. The concern of this thesis is to examine consequences of the Haga Man phenomenon: the case of a serial rapist operating between 1998 and 2006 in Umeå, a medium-sized Swedish city. This thesis explores some of the ways not only women but also men in Umeå responded to this specific situation, the threat from a single repeat offender, and how fear of crime and changing public crime discourses influenced gendered power relations. The thesis examines different aspects of fear and safety in public space, such as the views of those who are fearful; of those who are feared; perceptions of both women’s and men’s bodies; their emotions and experiences in relation to fear of violence in public spaces; and the significance of space and place for our understanding of fear. The empirical data of this thesis consist of in-depth interviews with a total of 47 women and men in Umeå. The thesis is based on four empirical studies. The first (Paper I) sought to identify similarities and differences across narratives in terms of the major components of young people’s talk about fear.  In their stories women positioned themselves as fearful and in need of protection, while men in their stories positioned themselves as fearless protectors. Men and women reproduced ways of speaking considered appropriate to their gender, thus performing masculinity and femininity through their talk. Paper II, examines consequences of the Haga Man phenomenon on constructions of white masculinities. Three masculine positions; the dangerous stranger, the suspect and the protector were identified. These three constructions of masculinity were not clear-cut or ‘belonging’ to specific men – several of the interviewees articulated various forms of masculinities but stressed them in different ways depending on, for instance, age and/or ethnicity/race. Paper III, focuses on changing perceptions and representations of female and male bodies, and illustrates how a change took place; from a focus on how women should conduct themselves to be safe, towards men’s bodily behaviour in order to present themselves in non-threatening ways. In Paper IV, women’s fear of violence is discussed in relation to Swedish gender equality discourses and contextual constructions of femininity. The results show the difficulties of claiming the official position of a gender-equal femininity. Several female respondents expressed an ambivalent attitude about their own fear; they felt afraid, but also felt that as (equal) women they should be able to do what they wanted, whenever they wanted.  Result from this thesis shows that this situation produced a shared approach to fear for women of different ages, classes and ethnicities in Umeå. The similarity in the women’s responses to the threat from the Haga Man is as an expression of a normative femininity. The male respondents did on the other hand express complex emotional positions as they talked about their own fears, women’s fear of unknown men and how they felt they were under suspicion and compared to the perpetrator. As this thesis provides an understanding of how men and women responded and reacted to the threat from the Haga man, it contributes to a better understanding of how fear of violence affects people in their everyday lives.

The Islamic legislative drafting methodology is meant to bring the family law of Islamic countries into line with current conceptions of gender equality found not only in the West but in Islamic law (the shari’a) as well. The methodology involves identifying the fundamental principles of shari’a and recognizing that they must be adapted to the socio-economic conditions in which they are to be applied.