Joan Forbes, Elisabet Öhrn, Gaby Weiner

Abstract:This article provides an overview and analysis of the relationship between gender,educational policy, and governance in Scotland and Sweden and the two countries’ response to European Union and global legislative and policy change.In Scotland, gender is mainly invisible in recent policies on inclusion,achievement beyond academic attainment, and the idealisation of the child.Gender is thus marginalised within a range of factors contributing to social in equality. In Sweden, in contrast, gender has higher visibility in policy and governance as both an indicator of democracy and a means of preserving social democratic consensus and prosperity. However, recently its privileged position has come under attack. We draw on social capital, gender, and policy theory to analyse the range of influences on gender and educational governance in the two countries including that of the social capital of organised feminism.

Key words: gender; social policy; education policy; educational governance;social capital; symbolic capital

总 结：1、该篇文章揭示了苏格兰和瑞典两个国家性别与教育治理之间关系转变的影响。

2、性别平等的字样在苏格兰国家的教育政策中几乎看不到，而在瑞典，性别平等的条例可在教育法规中频繁看到，它可作为一种保证社会民主的措施。

3、通过利用社会资本理论家，例如布迪厄、普特南和科尔曼等研究者的理论分析性别和教育治理之间的关系。
来源：Gender and Education,Vol. 23, No. 6, October 2011, 761–776.