Cite: Małgorzata Kunicka, Polityka równościowa w edukacji. W trosce o (nie)harmonijny rozwój dziecka (cz. 3), "Kultura - Media - Teologia", 2015( 20) nr 1, s. 88-103.
The obligatory implementation of gender mainstreaming in education in connection with certain legal regulations, referring first to the lexical aspect of the phenomenon (definition of gender, gender identity, family) and then to consequent legislation, evokes many emotions. It is commonly acceptable to prevent violence, to aim at gender equality and equal opportunities. It is also indisputable that a human being is determined, except for biology, by the social and cultural context. What evokes emotions is the new vision of a human being, femininity and masculinity as well as marriage and family. The equality policy does not only refer to equality, but also demands „substantial” equality of a woman and a man in the meaning of uniformity by „deconstruction” of the bipolar, hierarchical gender order until multiplicity of genders is obtained with equal values and equal rights.