Manifesto on Gender in Education

Posted in Other Documents and Publications

CIES Gender and Education Committee, May 2013   


In recent years, the world has seen several global declarations expressing agreement on issues pertaining to social and economic development. These include: Education for All, the Millennium Development Goals, the Paris Declaration on Aid Effectiveness, the Accra Agenda for Action, Horizon 2020, and the proposals for action emanating from the International Conferences on Adult Education (CONFINTEA) V and VI dealing with adult education and lifelong learning. In each of these declarations, gender is recognized as a factor of crucial importance. However, gender is often added to an increasing list of factors that create marginalization such as age, rurality, disability, migrant status, religion, sexual identity or orientation, ethnicity/race, poverty, displacement, and imprisonment, without considering its persistent and deeply ingrained social attributes and roles. While social inclusion is a basic human right, the framing of gender as one more disadvantage among others distorts the enormous impact notions of femininities and masculinities have on families, communities, and nations, and denies the fact that those who encounter discrimination due to age, ethnicity, forced migration, etc., are at the same time either women or men. Gender must be recognized as a central category, along with the salience of socioeconomic class, ethnicity, and “race.”

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