Gender and discrimination are part of the development of human rights in action. With one man one vote as a grounding state for developing law, creating governments and making policy, each human as a single worthy human being without their possible meaning for economy or culture is needed to be realised, in order to create a real culture of law. This is a development of only recent times, because only in the beginning of the 18 century private initiatives grow to develop opportunities for disabled people, one of the Swiss kanton only in beginning of 1990's has given voting right to woman, and the USA only abondened here Apartheid laws in 1964. All of these problems around equative treatment of woman, people of other colors/religions and disabled people are still huge, although in different patrons around different countries.
Aspects of gender & discrimination in relation to education:
* Discussions about equality and equitiy. Equal is not equative (from equity). Nobody is in reality equal, we have different genes, different educations, different talents, most man and woman have very different bodies, b.e. their eyes and brainfunctioning and so on. Therefore equal is a formal statement. Equative treatment is in that way, although it is a strange/longer word, a better expression of what we want with equal human rights.
* The informal learning plan, especially when it comes to developing norms and values, is more important then the formal learning plan. If pupils see differences between them, you can drop efforts on lessons in morals about equal treatment. The same goes for so called citizenship lessons. Therefore, schools need to develop their own profile, to develop their own definition of equity and how they want to support that in every cell of the school where its relevant.
* The same goes for intercultural education. If the informal learning plan is not intercultural, respective for other religious or personal believes (like islam but also holism), colors or cultures, a lesson in cultural habits are useless (b.e. different clothing, eating and holy days), although they can be supportive. But not a single person is only an example of his religion/race/culture, but always only a carrier with his or her own state of mind.
* Equative treatment is a fundamental condition for the legitimacy of states by law, as explained in the first sentence. This makes understable why almost every progressive governmental institution or movement underscribes it, and institutions like the EU and UN are making efforts for better conditions.
* What is a good educational expression of the will for equality or equity? Everybody the same education, same but after selection on comparative items, or everybody tailormade, or something in between.
* Also supported by modern brain research, in the future the tension will rise about early making choices for (or allocation based policy) 'lower educated pupils' (compare girls and boys early choices/selections) will rise, because what is the meaning to select them to learn knowledge and jobs for the future when we even not which jobs and knowledge in the future will be important for jobs?
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