Conceptual levels of the managing of gender conflicts in the field of education in the framework of sustainable development of society

¹ Taras Shevcenko national university of Kyiv, 64/13 Volodymyrska Street, Kyiv, Ukraine
² The Bohdan Khmelnytsky National University of Cherkasy, 81 Shevchenko Boulevard, Cherkasy, Ukraine
³ Cherkasy State Technological University, 460, Shevchenko Blvd., Cherkasy, Ukraine
⁴ V. N. Karazin Kharkiv National University, 6 Maidan Svobody, Kharkiv, Ukraine
⁵ Central Scientific Library of V. N. Karazin Kharkiv National University, 4 Maidan Svobody, Kharkiv, Ukraine

^* Corresponding author: professordfn@ukr.net

Abstract

The resolution of gender conflicts should not be their cessation, but their management in order to obtain socially beneficial consequences of these conflicts. Such a conceptual understanding of the potential benefits of gender conflicts provides an alternative to understanding gender conflicts as inevitably destructive and harmful to society. The distinction between levels of gender conflict should not be made in order to institutionally suppress them, as has been the case in traditional society. Distinguishing the levels of gender conflict in a democratic society should be based on a conceptual vision of the possibility of exploiting the potential of multiple social identities of individuals, as well as managing gender conflicts through their explication and understanding. The UN Agenda 2030 program sets constructive goals – the goals of sustainable development, including the development of gender relations. However, the institutional means of achieving these goals must be subject to an adequate conceptual approach to understanding the essence of gender relations. This understanding is ensured by proper gender education.