This article argues that there is a need for gender-sensitive curricula and pedagogies in schools in order to achieve good-quality outcomes for girls’ education. It examines different dimensions of gender equality and draws on issues raised and discussed at two international seminars which challenged narrow views of curriculum and pedagogy. The article considers these issues in the context of a case study of the abuse of school girls in Mozambique, and NGO and community strategies to combat such abuse. It presents important actions that need to be taken by governments, teacher-training organisations, and NGOs to ensure that change occurs.
This article is hosted by our co-publisher Taylor & Francis. For the full table of contents for this and previous issues of this journal, please visit the Gender and Development website.
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