30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning

Abstract

Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn's social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as "a life and death issue," approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women's access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.

ODDE and Gender

“…A recent literature survey by Suzan Koseoglu and colleagues, covering 30 years of literature, focused on gender inequality in post-secondary and higher DE contexts and confirmed that gender inequality remains a pressing issue on a global scale (Koseoglu, Öztürk, Ucar, Karahan, & Bozkurt, 2020). Yet according to their analysis the majority of publications does not address gender issues but ignores both the causes of gender inequality (patriarchy and androcentrism) and their effects (women having less access to educational resources and formal learning opportunities).…”

Hacia una docencia ciberfeminista: percepciones sobre la inclusión de la perspectiva de género en carreras de grado en modalidad online en Chile

“…La inclusión de perspectivas interseccionales (raza, clase, origen, etc.) sobre el género en los diseños pedagógicos y las plataformas (Koseoglu et al, 2020). 4.…”

Feminist trends in distance and hybrid higher education: a scoping review

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There is little scientific literature that addresses distance education in intersection with feminist pedagogy (Koseoglu, 2020). The scientific literature (Koseoglu et al, 2020;Migueliz et al, 2020) points to the need to develop more studies from a critical perspective that help to overcome this gap in knowledge, helping to deepen the theoretical and practical interactions between feminist perspectives and distance education models. These interactions between both fields of knowledge have been classified as "conflictive relationships" (Aneja, 2017, p. 851).

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