EDUC91340: Gender Justice and Curriculum Reform in Australian Higher Education

Unlearning Inequality: Gender Bias in the Australian Curriculum Through the Lens of Redistribution and Recognition

This final assignment required a 3,000-word academic essay analyzing a pressing social or environmental issue within an educational context, guided by relevant theoretical perspectives from the course. The issue selected was gender bias in Australian higher education curricula, with a focus on how universities reinforce or challenge systemic gender inequalities. The analysis was grounded in Nancy Fraser’s justice theory, particularly the concepts of redistribution and recognition, alongside insights from Unterhalter (2016) and Keddie (2022). The essay was structured according to the required sections: a clear introduction with thesis and structure, a detailed theoretical framework, a critical analysis of gender bias within Australian universities using real-world examples and scholarly literature, and a discussion on the implications and solutions, including curricular reform, gender-transformative pedagogy, and inclusive institutional policy. The conclusion synthesized insights and emphasized the need for structural transformation in education. The work demonstrates deep engagement with course theories and scholarly sources while critically reflecting on the symbolic and material dimensions of gender inequity. The essay aligns with national and international policy frameworks (e.g., SDG 5, National Plan 2022–2032), offering actionable strategies for inclusive, gender-just education.