Gender discourse in the social studies curriculum: an international literature review

Abstract

Purpose

The purpose of this paper is to explore research on the inclusion of women and discourses on gender in the social studies curriculum, with the goal of promoting gender equality.

Design/methodology/approach

To gauge how issues on gender are being taken up in classrooms around the world, the process started by exploring Compare, Comparative Education, Comparative Education Review and International Journal of Educational Development. Initially, studies related to the social studies curriculum were examined. The research then expanded beyond the social sciences and these journals. The next level of research used a mixture of the key search terms “inclusion,” “gender discourse,” “women,” “gender equality” and “curriculum.” Studies conducted around the world were examined to broaden the understanding of global research on women and gender discourses in the curriculum.

Findings

Although progress is evident, reform measures are necessary to ameliorate the inclusion of women and gender discourses in the curriculum. Implementing these strategies in social studies education may be effective steps to achieve gender equality: (1) consistently encourage students to critique power structures and systems of oppression; (2) include the exploration of gender fluidity, masculinity and the fluidity of masculinity in the curriculum; (3) examine intersectional identities such as race, gender and sexuality; and (4) utilize teacher education programs and professional development as key sites to help educators improve the amount of and approach to gender discourse in the classroom.

Originality/value

After reviewing these studies, the combined findings offer potential steps to achieve gender equality.

Citation

Siebert, M.D. (2020), "Gender discourse in the social studies curriculum: an international literature review", Social Studies Research and Practice, Vol. 15 No. 2, pp. 183-194. https://doi.org/10.1108/SSRP-01-2020-0002