Tackling intersecting gender inequalities through disciplinary-based higher education curricula: A Bernsteinian approach

Andrea Abbas, Isabelle Collet

Research output: Chapter or section in a book/report/conference proceedingChapter or section

1 Citation (SciVal)


The disciplinary knowledge taught in universities is implicit to the reproduction of intersecting gender inequalities. Academic departments must generate and disseminate new knowledge that is constructed by and for the diversity of individuals who make up global society. Generating and disseminating such knowledge is difficult because dominance has been historically established and is deeply embedded in individuals, disciplines, departments and higher education institutions’ structures. To challenge knowledge that is dominated by white, middle-class, Western thought and perspectives is likely to be a lengthy and arduous task. However, in most academic areas disciplinary work that is informed by scholars from more globally, socially, culturally and economically diverse backgrounds and experiences is available. Additionally, a wider literature has charted how capitalism, colonialism, racism, sexism, ableism and so forth have distorted our understanding of the world. These important resources can help educators and researchers who are seeking to understand the role of their disciplines in producing dominance and in thinking through ways of transforming disciplines to more inclusive forms. Bernstein’s analytical framework is a useful analytical tool for uncovering biases in knowledge and practices and for identifying strategies for change and transformation.
Original languageEnglish
Title of host publicationGender in Learning and Teaching
Subtitle of host publicationFeminist Dialogues Across International Boundaries
Number of pages15
ISBN (Electronic)9781351066457
ISBN (Print)9781138479159
Publication statusPublished - 29 Apr 2019

Publication series


ASJC Scopus subject areas

  • Social Sciences(all)


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