In this study, governing as re-contextualization of gender equity in Swedish educational policy has been described and analyzed. In all societies, there must be a continuous discussion about what fundamental values ​​society should rest upon for a good life and society to be formed, at least so that people can live together in a democratic society. In my previous research I have shown that the national and local level of educating students to become democratic citizens is expressed only to a limited extent in the re-contextualization of educational policy. At the national level, the values ​​expressed can be perceived as having a focus on increased individual rights, while at the local level, values ​​are expressed in terms of an increased need for common and democratic values. Values in education related to the education of democratic citizens therefore still need to need development and consolidation. 

Governance of education in terms of values ​​is not an easy solution in terms of a fixed pattern or fixed order. A problem in education is that values ​​have often been taken for granted. Values ​​are taken for granted complicates education's task of passing on society's values ​​from one generation to the next. Values ​​are found in the organization of education, in the education policy, and in the relationships between the students, the teachers, and other staff at the school. In policies of home and consumer studies values about democratic citizens are related to gender equity and division of labour in the home. Earlier inspection of the Swedish Schools Inspectorate's Home and consumer studies has noticed a traditional gender role thinking; NU92, NU03. In education policy for Home and consumer studies, there is the same central content about gender equality in both Syllabus; Lgr11 and Lgr22. 

This paper consists of a qualitative content analysis of two authority documents regarding Home and consumer studies: The Swedish Schools Inspectorate’s thematic quality review of Home and consumer studies in grades 7-9 and the Swedish National Agency for Education’s commentaries to the syllabus in Home and consumer studies. The study is conducted through the theoretical framework of re-contextualization. Preliminary results of this ongoing research show that questions about the division of labor in the home still are often missing in the teaching and traditional gender patterns are rarely problematized. In line with previous research, the lack of trained teachers can be viewed as a part of the problem. Therefore, gender equality in Home and consumer studies related to the education of democratic citizens still need to be developed and consolidated. For the relevance to Nordic educational research, this research can be regarded as though school builds a less democratic society when gender equality is missing in the re-contextualization of policy.