Student teachers’ views on home economics education and gender in Ghana and Finland

Abstract

The diversity among students is to be recognised and respected, so gender needs to be taken into consideration (Lahelma, 2011). Through culturally responsive education (Gay, 2013), the contextual and relational aspects of learning can be emphasised, and, thus, gender can be acknowledged. The focus of this chapter is on the contextual understanding of gender in home economics education as it is perceived by university teacher students at the University of Helsinki, Finland, and the University of Cape Coast, Ghana. Finland is characterised by a seemingly gender-neutral approach to home economics education, whereas Ghana has a feminised approach. Following the researchers’ commitment as teacher educators to precipitate change and transformation in education, this empirical analysis draws on group discussions with future home economics teachers at two universities in these countries.