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<p>This article traces the cumulative and collective development of knowledge on women, gender, sex, sexuality and intersectionality over seven decades of scholarship in international and comparative education. The discussion centres on a history of articles published in the <i>International Review of Education (IRE)</i>, written by women and &#xa0;by women and men&#xa0;about women’s learning and, gender, sex, sexuality , intersectionality&#xa0;and education<i>.</i> This frames an analysis of how the scholarship &#xa0;on these themes&#xa0;has been discussed, contested or silenced in the field of international and comparative education. The analysis draws out themes and considers how they link to the work of United Nations organisations and movements for social change. In an age of vulnerability, stark inequalities, powerful attacks on the concept of gender and evident planetary boundaries with regard to resources, the article highlights the significance of educational engagement with the politics of gender, the many forms these connections take and the potential for forming alliances. Building significant support for human development and equity as these values come under attack requires paying close attention to insights from data on gender, sex, sexuality and intersectionality, their conceptual framings, combined with empathetic understanding and reflective practice to help form solidarities.</p>

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Cumulative, collective or conservative? A review of seven decades of writing about women, gender, sex, sexuality and intersectionality in international and comparative education

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  • 发表日期：

    2025年11月4日

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  • Elaine Unterhalter

摘要

This article traces the cumulative and collective development of knowledge on women, gender, sex, sexuality and intersectionality over seven decades of scholarship in international and comparative education. The discussion centres on a history of articles published in the International Review of Education (IRE), written by women and  by women and men about women’s learning and, gender, sex, sexuality , intersectionality and education. This frames an analysis of how the scholarship  on these themes has been discussed, contested or silenced in the field of international and comparative education. The analysis draws out themes and considers how they link to the work of United Nations organisations and movements for social change. In an age of vulnerability, stark inequalities, powerful attacks on the concept of gender and evident planetary boundaries with regard to resources, the article highlights the significance of educational engagement with the politics of gender, the many forms these connections take and the potential for forming alliances. Building significant support for human development and equity as these values come under attack requires paying close attention to insights from data on gender, sex, sexuality and intersectionality, their conceptual framings, combined with empathetic understanding and reflective practice to help form solidarities.