Women and Meritocracy in Education Discourse: Ukrainian Scenario

Abstract

The article goal is to contribute to a better understanding of the modern discourse theories which have the potential for solving some of the acute theoretical problems that emerge due to the specificity of such phenomena as the discursive and communicative turn in humanities, the information society and the status of the subject of social and cultural research. We believe that the conceptual category of meritocracy in education discourse provides the basis for development of effective new models of interdisciplinary research which become more important in the situation of development of internal negative processes in the present-day humanities and social sciences. The article considers the main line of reasoning related to the achievement of female equity in education, laying out some of the contradictions and tensions in merictocratic education discourse and policy efforts, and pointing out some of the disjunctures between policy assumptions and the complexities of household decision made in different contexts. The education of women in particular is seen as providing the key to securing intergenerational transfers of knowledge, and providing the substance of long-term gender equality and social change.In particular the paper argues that the meritocracy through education discourse can potentially conceal inequalities and injustices in the contemporary Ukrainian society. The paper also aims to understand the floating role of women in scientific community with a special interest in the universities in Ukraine.