Gender and Education Committee
Comparative and International Education Society
Annual Report to CIES Board
Submitted by Karen Monkman, DePaul University and Nancy Kendall, University of Wisconsin-Madison
Co-Chairs, Gender and Education Committee
Secretary / Treasurer, Gender and Education Committee
Activities of the Gender and Education Committee, March 2008 – February 2009
Gender and Education Symposium at the 2008 CIES Meeting
Gender and Education Committee Co-Chairs Karen Monkman and Nancy Kendall, along with Secretary
and Treasurer Raya Hegeman, with input from CIES members who had expressed an interest the previous
year, and in keeping with the annual theme of the conference, organized a symposium for the 2008 CIES
Annual meeting at Teacher’s College, New York titled “Gaining Educational Equity around the World”.
The symposium incorporated feedback gathered from attendees of the 2007 conference by focusing more
attention on gender (as opposed to girls and women) and methodological issues, and bringing in more
speakers from policy and practitioner organizations such as UNICEF, AED, and The World Bank.
The gender symposium took place on Tuesday, March 18
from 8:30 to 5 pm, with an optional lunchtime
brown bag talk. As in 2006 and 2007, there was no charge for the symposium and no lunch provided to
attendees. Similar to the 2007 symposium, this allowed for increased attendance and attracted people who
might not normally attend the symposium. As in previous years, this also resulted in a lack of continuity
of attendees throughout the day—a serious concern if the Committee hopes to plan a symposium with
activities that build upon one another and that include a prolonged conversation among participants.
The 2008 symposium was designed to: examine the practices used in gender and education work and
development activities, discuss and debate the strategies that have been and currently are used to talk
about and program for gender-related issues, and reflect on how we can work to strengthen the field. The
symposium consisted of four parts:
Gender and Education Frameworks: Oversold or Highly Useful?
The panel included experts from public and private institutions such as the University of
Minnesota, Academy for Educational Development, and a private consulting firm. The
panelists discussed the frameworks that are commonly used in thinking about gender and
education and debated which frameworks continue to be most useful in gender research and
programming, which frameworks need to be further developed, and which ones no longer