The relation between gender and education is complex and often contradictory. Education systems simultaneously reinforce traditional gender roles and patterns of subordination, but also create new possibilities for women’s emancipation. Much of the focus on the topic of women and education carries with it the general assumption that “if we educate women, things will improve”. Indeed, education is a very powerful means to close the gender gap and empower women; but education, especially formal education, is not sufficient. That is why we have to take a closer and critical look at the content of formal education to see if things are really changing. Statistical data across different periods of time indicate that progress in accessing formal education has been made in most countries, Turkey included, in their efforts to expand education. However the current situation still shows that two-thirds of all children who have no access to primary school education are girls while global literacy rates for women still lagging behind global literacy rates for men. And even if women’s enrollment increases several key problems persist: content of curricular materials, the social and organizational arrangements used in schools with women teaching at lower levels and men at higher levels and as administrators, teaching practices, teachers’ attitudes in classrooms, etc. Educational progress measured purely in terms of enrollment is not sufficient to alter women’s conditions. By exploring the link between gender and education we can also examine the dialectic relations between the public and the private spheres. Education systems often represent state interference in family life, and state interest in preparing the future work force. The state often reduces the treatment of gender isssues to the provision of increased delivery of schooling and avoids the transformation of gender biased content of knowledge and gender-sensitive teacher training. Teachers untrained in gender issues usually reproduce traditional views of feminine and masculine stereotypes. On the other hand, the potential capacity of education to transmit new representations and role models, to give counter messages should not be overlooked. In this respect non-formal education outside the public school system addressing adult women can be a powerful vehicle for women’s empowerment. For education to be a resource for women it has to be seen in its entirety, not only in formal schooling but also in non-formal or informal examples. In this respect, a comprehensive approach which takes into account the broader socio-economic, political, cultural and religious context and regional differences is needed. This paper will raise these issues with respect to the recent educational situation and civic experiences taking place in Turkey, especially by making use of the example of Ka-Mer’s (Women’s Center in Eastern and Southeastern region) efforts in the area of informal education for women. Ka-mer believes basic human rights are applicable for women’s private lives as well; opposes racial, lingual, religious and gender-based discrimination and all kinds of violence. It conducts various workshops where women can share knowledge and experience. In this way, “ women start to learn their rights and stand up for them” . Ka-mer’s experience is a genuine contribution both to the theory and practice of informal education leading to self-empowerment of women and overcoming gender discrimination.

Theorotical Research In-depth interviews

Increasing the number of girls' schooling is not a sufficient tool to close the gender gap. Overcoming gender injustice calls for special attention. As observed in Kamer case, the ways and forms usen in learning/teaching are as important as the content itself. The narration of experiencesamong women within a horizontal and equal relations framework and also giving special attention to the langauage used are in dispensable if we want to convey an egalitarian content and add to the self-empowerment of women.