Raewyn Connell

Abstract: A world policy agenda for gender equality in education now exists, realising the idea of earlier reformers such as Kartini. This agenda, however, makes assumptions that are strongly contested by research and policy debates in national forums. This essay urges shifting the framework of gender analysis to global scale.  It outlines what is involved in thinking about gender as a worldwide structure, and reconstructing gender theory to include the intellectual work of the global periphery. It explores problems in theorising education on a world scale, as a process deeply linked with gender, and related dilemmas in policy thinking.  Finally, it offers suggestions about the role of researchers on gender and education, and the importance of building an educational case for gender justice.

Key words: globalisation; gender justice; global periphery; education policy

总结：1、全球范围内正在构建一个性别平等的议程框架。

2、教育公平不仅关注教育的数量，而且关注社会化进程中教育的内容和教育的方式。因此，性别研究者理应关注学校隐性课程对学生的影响，性别平等观念在日常教学中同等重要。

来源：Gender and Education

Vol. 22, No. 6, November 2010, 603–615.