ABSTRACT
This chapter aims to consider the ways in which gender has been used in the discussions of quality education. It examines some gender and education literature, which starts from debates about how gender is defined, and shows that how many writers consider schooling both as a space for delivering rights or expanding capabilities and for reproducing existing hierarchies and exclusions. The chapter explores on discussions of gender, social justice, gender justice and equity, informed by work on the capability approach to consider how to can think about gender equality and teaching and learning. It seeks to draw on discussions of social justice and gender justice to expand the elements of quality developed by Leon Tikly and Angeline M. Barrett. The chapter sets out some difficulties with existing definitions of quality taking account of the multi-dimensionality of approaches to gender and the growing body of research regarding gender dynamics in learning and teaching.
