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

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dc.contributor.author Janhonen-Abruquah, Hille
dc.contributor.author Posti-Ahokas, Hanna
dc.contributor.author Edjah, Hannah Benjaba
dc.contributor.author Amu, Manasseh Edison Komla
dc.date.accessioned 2022-03-09T09:31:56Z
dc.date.available 2022-03-09T09:31:56Z
dc.date.issued 2017-01
dc.identifier.issn 23105496
dc.identifier.uri http://hdl.handle.net/123456789/7766
dc.description 20p:, ill. en_US
dc.description.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. en_US
dc.language.iso en en_US
dc.publisher University of Cape Coast en_US
dc.title Student teachers’ views on home economics education and gender in Ghana and Finland en_US
dc.type Article en_US


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