Kazalniki ospoljenih neenakosti: omejitve spolno obcutljivih kazalnikov v kontekstu kompleksnosti vzgoje in izobrazevanja

The author focuses on the problems of indicators, especially gender-sensitive indicators in education. She establishes her research on the epistemological bases of feminist theory and problematizes some generally understood characteristics of indicators, such as universality, linearity, international comparability... Taking into account some international indicators, especially for education, as developed by United Nations and Unesco, she demonstrates different priorities and deficiencies in capturing social reality. It is shown that an indicator can be "falsely optimistic" and that simple categories such as a lack of the consequence of a lack of concept cannot capture all the aspects of social reality. Systemic discrimination is not only part of the researched area, but also part of the instruments, with the help of which we research, measure and evaluate. This is, in short, a contribution towards understanding the limitations of indicators and their reading; it is not about arguments against the use of indicators, especially in the process of informing public policy.