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.
|Title of host publication||Gender in Learning and Teaching|
|Subtitle of host publication||Feminist Dialogues Across International Boundaries|
|Number of pages||15|
|Publication status||Published - 29 Apr 2019|
ASJC Scopus subject areas
- Social Sciences(all)
Abbas, A., & Collet, I. (2019). Tackling intersecting gender inequalities through disciplinary-based higher education curricula: A Bernsteinian approach. In Gender in Learning and Teaching: Feminist Dialogues Across International Boundaries (pp. 68-82). (https://www.crcpress.com/Routledge-Research-in-Educational-Equality-and-Diversity/book-series/RREED). Routledge. https://doi.org/10.4324/9781351066464