, Volume 41, Issue 2, pp 133–143 | Cite as

Gender Issues – Inclusion Perspectives in Teaching and Learning in Post-Conflict Kosovo

  • Iliriana Tahiraj


Understanding the role of women in the development of society generally and in education in particular is a critically important dimension of inclusive thinking. Understanding the challenges confronting women in Kosovo as they strive to be full partners in a post-conflict society which is also an emerging democracy is another substantial dimension of inclusion as well. In building a greater understanding of the inclusion of females and female leadership in educational settings in Kosovo the author relates the issue of gender to teaching and leadership in Kosovo’s higher education with specific reference to one University.


Kosovo women in education post-conflict development educational leadership gender equity university programs access to post-secondary education 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Association of University Teachers (AUT). (2000). Gender and average pay for academic staff in the UK. (AUT Research Report, May). London, UK: AUT.Google Scholar
  2. Bryson C., Barnes N. (2000) The casualisation of employment in UK higher education. International Perspectives on Higher Education Research 1: 183Google Scholar
  3. Cammack J., Phillips D. (2002) Discourse and subjectivities of the gendered teacher. Gender and Education 14(2): 123–134CrossRefGoogle Scholar
  4. Chesterman, C. (2000). Women’s executive development in Australian higher education, The WEXDEV Model, ATN WEXDEV. Paper presented at the NAWE Conference, New Orleans, LA. February, 2001.Google Scholar
  5. Delamont S. (1989) Knowledgeable women: Structuralism and the reproduction of elites. Routledge, London, UKGoogle Scholar
  6. Edson S. (1987) Voices from the present: Tracking the female administrative aspirant. Journal of Educational Equity and Leadership 3(4): 261–277Google Scholar
  7. Halford S., Leonard P. (2001) Gender, power and organizations. Palgrave, Basingstoke, UKGoogle Scholar
  8. Hanson M. (2004) Educational administration and organizational behavior (8th ed.). Allyn & Bacon, Boston, MAGoogle Scholar
  9. Harley, S. (2001). Research selectivity and female academics in UK universities; from gentlemen’s club and barrack yard to smart macho? Occasional Paper 70, December 2001.Google Scholar
  10. McGee-Banks, C. (2000). Gender and race as factors in educational leadership and administration. In The Jossey-Bass reader on educational leadership (pp. 217-256). San Francisco, CA: Jossey-Bass.Google Scholar
  11. Shakeshaft C. (1999) The struggle to create a more gender-inclusive profession. In: Murphy J., Louis K. (eds) Handbook of research on educational administration (2nd ed.). Jossey-Bass, San Francisco, CA, pp 99–116Google Scholar
  12. University of Prishtina. (2002). The University of Prishtina central administration plan. Prishtina, Kosovo: University Printers.Google Scholar
  13. University of Prishtina (2003). The University of Prishtina information brochure. Prishtina, Kosovo: University Printers.Google Scholar
  14. University of Prishtina (2004). The University of Prishtina information brochure. Prishtina, Kosovo: University Printers.Google Scholar
  15. UNMIK. (2003). Women and men in Kosovo. (A United Nations Mission in Kosovo Office of Gender Affairs Report). Kosovo: UNMIK.Google Scholar
  16. Weber S., Mitchell C. (1995) That’s funny, you don’t look like a teacher. Interrogating images and identity in popular culture. Falmer Press, London, UKCrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of PrishtinaPrishtinaKosovo

Personalised recommendations