The overall aim of this article is to explore the analytical potential and normative value of Helga M. Hernes' concept about woman-friendly welfare states in analysis of Scandinavian countries. The first part discusses the underlying theoretical, political and normative assumptions about gender equality and social justice related to dimensions such as redistribution, recognition and representation. The second part addresses the analytical potential of the concepts for understanding gender equality developments in Scandinavia. The focus is on three themes related to the (...) desirability, feasibility, and theoretical strength of the Scandinavian welfare and gender equality model and the underlying normative, empirical and theoretical premises. The analysis deals with debates about the public—private split in relation to woman-friendly policies, focusing on parental leave, childcare, and age restrictions in marriages involving foreigners. State feminism is explored in relation to women's political participation and representation and women's ability to influence gender equality policies. Furthermore, national variations in views about state feminism are identified. Finally, the article addresses the role of woman-friendly policies in debates about responses of Western welfare states to globalization, ageing and multiculturalism. (shrink)

With obstacles at various levels of government, multi-level settings provide complex challenges for the implementation of gender mainstreaming. Policy transfer appears to hold some explanatory potential in these sorts of contexts; scholarship however, still tends to focus on single sources of influence – either European or domestic – and potentially misses the broader picture. This article revisits the classic question of who learns what from whom by addressing the implementation of gender mainstreaming in research policies in the Spanish regions through (...) the lens of policy transfer. Measures to tackle gender inequality in science have been developed at the EU, state and regional levels, thus enabling the three regions studied here – Galicia, the Basque Country and the Balearic Islands – to ‘borrow’ good practices from different layers of government. This article suggests that more nuanced frameworks, recognizing that multi-level settings are potential sites for complex lesson-drawing processes, are likely to offer greater explanatory depth. (shrink)