Gender in Philippine education and philosophy: A collective writing project

This project examines the critical reorientation toward gender in Philippine education and philosophy, situated at the intersection of institutional consolidation and critical inquiry. Drawing on domestic legislative mandates, such as the Magna Carta of Women and Gender and Development (GAD) frameworks, and global benchmarks like Sustainable Development Goal 5, it critically interrogates the paradoxical terrain where high global gender parity rankings coexist with persistent structural inequalities, epistemic marginalization, and symbolic erasure. Moving beyond procedural compliance and tokenistic quantitative metrics, the collection evaluates whether gender mainstreaming achieves substantive epistemic justice or succumbs to administrative domestication. The contributions span diverse domains, including basic and higher education, health care curricula, indigenous and decolonial feminist epistemologies, critical masculinities, and canonical revisions of Filipino philosophy. Finally, the project argues for a reflexive, contextually situated, and globally conversant philosophy of education that moves beyond merely mainstreaming gender to allowing gendered critique to transform the ethical, epistemic, and pedagogical foundations of education and philosophy themselves.

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Publication Details

Journal
Educational Philosophy and Theory
Published
2026-08-17
DOI
https://doi.org/10.1080/00131857.2026.2709645
Primary Topic
Feminist Epistemology and Gender Studies
Type
article
Field-Weighted Citation Impact
0.00
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article

Gender in Philippine education and philosophy: A collective writing project

Rowena Azada-Palacios, Mika Okabe, Ma. Theresa T. Payongayong, Liz Jackson et al.
Educational Philosophy and Theory
Feminist Epistemology and Gender Studies
article

Gender in Philippine education and philosophy: A collective writing project

Rowena Azada-Palacios, Mika Okabe, Ma. Theresa T. Payongayong, Liz Jackson, Ian Clark Parcon, Jessica A. Heybach, Gina A. Opiniano, Jean Emily P. Tan, Bernardo Jr. Caslib, Ma. Glovedi Joy L. Bigornia, Agnes Sunga-Oblefias, Mariefe B. Cruz, Najifah P. Macaraya, Vincent Aljon A. Cifra, OSB Sr. Mary John Mananzan, Mary Pauline V. Saquing-Sellers
article en

Abstract

This project examines the critical reorientation toward gender in Philippine education and philosophy, situated at the intersection of institutional consolidation and critical inquiry. Drawing on domestic legislative mandates, such as the Magna Carta of Women and Gender and Development (GAD) frameworks, and global benchmarks like Sustainable Development Goal 5, it critically interrogates the paradoxical terrain where high global gender parity rankings coexist with persistent structural inequalities, epistemic marginalization, and symbolic erasure. Moving beyond procedural compliance and tokenistic quantitative metrics, the collection evaluates whether gender mainstreaming achieves substantive epistemic justice or succumbs to administrative domestication. The contributions span diverse domains, including basic and higher education, health care curricula, indigenous and decolonial feminist epistemologies, critical masculinities, and canonical revisions of Filipino philosophy. Finally, the project argues for a reflexive, contextually situated, and globally conversant philosophy of education that moves beyond merely mainstreaming gender to allowing gendered critique to transform the ethical, epistemic, and pedagogical foundations of education and philosophy themselves.

Educational Philosophy and Theory
Institute for Women's Policy Research (US), Western Michigan University (US), Yonsei University (KR), Ateneo de Manila University (PH), Trinity College (CA), Mindanao State University – General Santos (PH), Polytechnic University of the Philippines (PH), Urshan Graduate School of Theology (US), Education Authority (GB), University of the Philippines Manila (PH), University of Santo Tomas (PH), University of the Philippines Diliman (PH), University of Hong Kong (HK)
Gender equality
Openalex Percentile: Top 4%
Feminist Epistemology and Gender Studies
DOISourceOpenAlex
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