Would teaching gender as core, not boutique, move us closer to the SDG gender equality goal?

Jane Alver

Development in Practice, 2024, vol. 34, issue 7, 881-892

Abstract: The Sustainable Development Goals, through Goal 5 on Gender Equality, put gender as a focus at the heart of every endeavour. Yet with 2030 looming, across the globe, we have made insufficient progress towards gender equality. Despite a plethora of mentions of the aim to achieve gender equality in regional and international documents, progress is slow (see https://www.unwomen.org/en/digital-library/publications/2022/09/progress-on-the-sustainable-development-goals-the-gender-snapshot-2022 and https://pacificdata.org/dashboard/sdg-5-gender-equality). What can be done? If transformative change is required, then a range of options needs to be explored. Could expanding exposure as to who studies gender be just one tool for building a pipeline of actors who take a gender lens when engaging with key issues, and speeding up progress towards the gender equality goal of the Sustainable Development Goals (SDG Goal 5)? How should we rethink the teaching of gender and development? My proposition is that gender should be mainstreamed in every course through a revised curriculum as a practical lever for change and to hasten progress towards Goal 5. The hope is that this paper can encourage conversation both in gender and development circles and the scholarship of teaching and learning, and prompt new lines of research and action towards rethinking the teaching of gender and development, which can then strengthen the knowledge base in the pipeline of political decision-makers and development actors. This paper is a call to action for the repositioning of gender at the heart of all studies – not as an elective or “boutique”, but as core to every subject.

Date: 2024
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DOI: 10.1080/09614524.2024.2379613

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