Formally the status of gender equality has recently changed in Icelandic laws and the new national curriculum. Requried by the equality law over 30 years, equality issues are since 2008 a new subject in compulsory schools, and since 2011 equality and democracy are two of six pillars of education in the national curriculum for all school levels. At a Nordic conference on gender in schooling in Reykjavik in 2009 teacher training in Iceland was criticized for not focusing on gender issues. The dean of the School of Education then asked the author for a an investigation.  

In view of these developments and recent research from elsewhere, including Finland (Lahelma, 2011a and b), and England (Skelton, 2007; Younger, 2007; Younger and Warrington, 2008) an attempt is being made to investigate the main practises and resistances towards gender equality in teacher education in Iceland. Available Icelandic research is scarce but existing sources suggest that education on gender and equality issues in teacher training is poor, met with resistance and a gap is between scientific research on gender issues and what is taught in teacher training.Lack of focus on equality and gender in teacher education probably supports gender stereotypes and a recent study shows that the attitudes of 10^th graders in Iceland to equality issues was much more conservative in 2006 than in 1992, indicating a backlash in attitudes among school children (Hjálmsdóttir and Bjarnason, 2008; Weaver-Hightower 2003; Eurydice, 2010).).

There seem to be many reasons for a lack of focus on gender issues and for its resistance in teacher education and in schools, according to international research: Curriculum overload; gender issues are sensitive and politicized, and it is not acknowledged that this is about scientific knowledge on gender issues. Theories on masculinity and femininity are considered complicated and contradict traditional essentialist views on gender differences. Is this the case as well among Icelandic teacher educators?

I got in touch with those in charge of the Finnish project TASUKO at ECER in Vienna 2009, and cooperated with them (Elina Lahelma) in Jyveskyla in March 2011 and at ECER in Berlin 2011. It has been helpful to learn about the main emphasis, hurdles, resistances and successes of the Finnish project and compare it to this one. Also I have met with Peggy McIntosh who is working on these issues in the US, Wellesley College.

The research questions as stated now are:

1.     To what extent do teacher educators in different school subjects focus on equality, gender, the gender system and sexualities in their teaching?  Why do they or do they not consider that important? 

2.     To what extent does the focus on equity issues include other important difference or inclusion dimensions like multiculturalism, citizenship, class and (dis)/ability

3.     Is there a gap between the views and practice of teacher educators and the aims of the law and the discourse in gender studies, how does it manifest itself and can it be bridged?

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