This chapter aims to bring the school curriculum into the analysis of gender, education and development. There is a marked absence of discussion both in the academic field of development studies and in the political domain of educational policy making around Education for All about what is required of the school curriculum so that it could help promote gender equality. All too often national school curricula reproduce gender inequalities in the public and private sphere and sustain hegemonic male regimes on a national and global scale. Curriculum research, however, can challenge these social messages embedded in curricular formations as well as raise deeper questions about whose forms of knowledge should be transmitted through official forms of schooling.
Individual chapters in this book, including this one, can be accessed in full here.
Marshall, H.; Arnot, M. Globalising the school curriculum: gender, EFA and global citizenship education. In: Gender Education and Equality in a Global Context: Conceptual Frameworks and Policy Perspectives, Fennell, S.; Arnot, M. (Eds). Routledge, London, UK (2008) 165-180. ISBN 978-0-415-55205-9 (paperback), 978-0-415-41944-4 (hardback), 978-0-203-93959-8 (electronic)