Gender, Justice, and Equity in Education
This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.
The field known as gender and equity in education emerged in the 1970s, and it currently includes other prominent issues of justice in education with the widespread incorporation of the notion of intersectionality (i.e., the interrelationship of gender and other categorizations such as social class, race, ethnicity, sexualities, disability). Themes that constitute this field have changed over the years, as is demonstrated in a survey conducted for the journal Gender and Education, the main journal of choice for those working in the field. The survey focused specifically on the years 1990, 1998, 2007, and 2015, chosen to represent the journal’s history. It is clear that the journal (and hence the field) has changed in orientation over time. Themes that emerge from this survey and from an extensive literature review include decreased focus on practice and action, increased emphasis on theorization, agency, and the variety of femininities and masculinities produced with/in schooling and education. Achievement has also emerged as a strong area of research and debate, particularly in relation to boys and men. An unexpectedly prominent and recurring theme is the field’s anglophone and Western orientation, although it is also clear that attempts to change this orientation have been made in recent years.