Despite increasing attention to gender issues in the humanitarian sector, the notion of gender equality as a humanitarian goal remains largely rejected, as some argue it would require interfering with cultural values and practices, and thus lie beyond the remit of humanitarianism. This paper questions this by examining the close relationship between certain humanitarian goals, and cultural values and practices. It ultimately calls for a gender-transformative humanitarian action that recognises and supports local feminist actors, in an effort to transform gender relations both in local communities and within humanitarianism itself.

Education has received increased attention within the humanitarian sector. In conflict-affected contexts, access to education may be hampered by attacks against and the military use of educational facilities as well as attacks and threats of attacks against students, teachers and other education-related persons. Affected populations may also find themselves unable to access education, for example due to displacement.This article looks into the different sets of humanitarian responses aimed at (1) ensuring the protection of educational facilities and related persons, mostly through advocacy efforts centred on weapons bearers, and (2) (re-)establishing education services where they are not present or are no longer functioning, mostly through programmes directed at affected populations. It then argues that, in contrast with dominant practices, the protection of education can also be ensured through programmatic responses with meaningful participation of affected communities, and examines the example of the Safer Schools programme in Ukraine.