“Unequal Equality” of Contemporary Gender-Oriented Education: Basic Directions of Conceptualization and Praxeological Implementation

Abstract

The theory and practice of contemporary gender-oriented education are analyzed in the article. The analysis showed the ambiguity of interpretations of the gender-based educational system and its basic concepts. It makes impossible to use the abstract concept of “genderoriented education” for the development of national policies, implementation strategies and praxeological implementation. This ambiguity, on the one hand, complicates the search for methodological approaches, and, on the other hand, offers alternative possibilities for adaptation of the national gender policy in education according to the requests, needs and expectations of the particular society.The following main directions of conceptualization (by the criterion of belonging to a particular concept of gender): differential, social constructivist and radically pluralistic are researched and analyzed. They complement, contradict and interact with each other and on this basis create conditions for further development of the educational system and social development.