TY - CHAP
T1 - Talking the talk, walking the walk
T2 - A critical examination of gender in cie
AU - Park, Maureen F.
AU - Davidson, Petrina M.
AU - Dzotsenidze, Nino
AU - Okogbue, Obioma
AU - Wiseman, Alexander W.
N1 - Publisher Copyright:
© 2020 by Emerald Publishing Limited.
PY - 2020
Y1 - 2020
N2 - Since the 1970s, gender has been a research focus in the field of comparative and international education (CIE) (Unterhalter, 2014). The extensive work on the issue of gender and access to education by academics and practitioners has proven instrumental in elevating the issue to the forefront of global educational policies (Assié-Lumumba, N. & Sutton, M. (2004). Global trends in comparative research on gender and education. Comparative Education Review, 48(4), 345–352). More recently with the goal of increased enrollment achieved and global improvements in gender parity, the focus has shifted from access to agency and empowerment (Assié-Lumumba, N. & Sutton, M. (2004). Global trends in comparative research on gender and education. Comparative Education Review, 48(4), 345–352). From policy to practice, CIE appears to advocate for inclusiveness, interdisciplinarity, and contextualization in research and practice. This chapter interrogates the assumption that CIE promotes these same concepts of gender equality, empowerment, and inclusiveness in the field itself. Through the use of data published in leading CIE journals, the following questions are addressed: How are issues of gender and power manifested and addressed within CIE-related research? Is research published in the field of CIE shifting and adjusting to changing societal gender norms? A critical examination of the role of gender in CIE scholarship and practice challenges the assumption that CIE professionals and researchers lead by example.
AB - Since the 1970s, gender has been a research focus in the field of comparative and international education (CIE) (Unterhalter, 2014). The extensive work on the issue of gender and access to education by academics and practitioners has proven instrumental in elevating the issue to the forefront of global educational policies (Assié-Lumumba, N. & Sutton, M. (2004). Global trends in comparative research on gender and education. Comparative Education Review, 48(4), 345–352). More recently with the goal of increased enrollment achieved and global improvements in gender parity, the focus has shifted from access to agency and empowerment (Assié-Lumumba, N. & Sutton, M. (2004). Global trends in comparative research on gender and education. Comparative Education Review, 48(4), 345–352). From policy to practice, CIE appears to advocate for inclusiveness, interdisciplinarity, and contextualization in research and practice. This chapter interrogates the assumption that CIE promotes these same concepts of gender equality, empowerment, and inclusiveness in the field itself. Through the use of data published in leading CIE journals, the following questions are addressed: How are issues of gender and power manifested and addressed within CIE-related research? Is research published in the field of CIE shifting and adjusting to changing societal gender norms? A critical examination of the role of gender in CIE scholarship and practice challenges the assumption that CIE professionals and researchers lead by example.
KW - Citations
KW - Comparative and international education scholarship
KW - Feminist institutionalism
KW - Gatekeeping
KW - Gender
KW - Gender equality
KW - Gender parity
KW - Gendered research
KW - Global trends
KW - Publications
UR - http://www.scopus.com/inward/record.url?scp=85107854959&partnerID=8YFLogxK
U2 - 10.1108/S1479-367920200000039001
DO - 10.1108/S1479-367920200000039001
M3 - Chapter
AN - SCOPUS:85107854959
T3 - International Perspectives on Education and Society
SP - 1
EP - 24
BT - International Perspectives on Education and Society
PB - Emerald Group Holdings Ltd.
ER -