London Metropolitan University Research Institutes

Teacher’s perspectives regarding project implementation within the school community

Author(s) Lempesi, G-E.  
Publisher London: CiCe  
Year 2012  
Editor P. Cunningham & N. Fretwell (eds.) Creating Communities: Local, National and Global  
Age group -  
Existing literature on the European Union (EU) and policy making, mainly concentrates on the way that policy is formulated at the EU level in specific domains, such as gender equality, and less on the ways that member states conceptualise and actually implement these policies in their respective territories. Inasmuch as these policies need to be implemented at the community level, however, it is also important to look at the role the community plays. In the context of our study the community in question is that of teachers in schools. Our research examines gender mainstreaming guidelines for action, from their beginning at the EU level to their implementation in the Greek educational system, and focused on the ‘Sensitization of Teachers and Intervention Programmes towards Gender Equality’ project. This project was funded by the EU through the structural funds and by the Greek Ministry of Education. The responsible body for the implementation and the administration of the programme was the Research Centre for Gender Equality (KETHI). Qualitative methods were used and 13 semi-structure interviews were conducted with educators that participated in the project in the Prefecture of Achaias. The aim of the paper is not to describe the specific study but to concentrate on some interesting findings that are related to teacher’s perspectives with regards to project implementation within the school community. Keywords: gender mainstreaming, teacher perspectives, project implementation, school community

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