The aim of the article is to show predominant trends in discussions about gender equality in education today. It appears that the coordinates are more and more fixed: standardized international approaches in educational research are closely connected with political and economic imperatives. The issue of gender equality in education is put aside, as the success of girls in international testing presumably attests to the achieved gender equality. The parties in question are now the “post-feminist successful girls” on one side and the “failing boys” on the other. The author shows that the “rhetoric” of equal opportunities stems from a greatly narrowed focus on what gender means in terms of equality in education. This analysis is complemented with a wider view of the post-feminist landscape (in which feminism is seen as no longer needed), more and more marked by the neoliberal logic of practicality in the context of accountability; wider educational goals are disregarded completely. These developments toward neoliberal discourse of excellence have already been analyzed in detail in the Anglo-American tradition, but Slovenia has also followed in these footsteps, together with the promotion of the culture of standards and achievements.
