ABSTRACT
Education literature is replete with cases of gender skewing in leadership, access, and course selection (Akala, 2019; Onsongo, 2009). This has played a crucial role in how women and girls continue to experience education in general. Apart from personal preference, their poor representation in Science, Technology, Engineering, and Mathematics (STEM) subjects and courses can be attributed to how the curriculum has been designed to systematically allocate women insignificant positions in textbooks and other learning materials (Yenika-Agbaw, 2014). The chapter is aimed at exploring how women’s voices have been subliminal in education discourses, more so in curriculum and knowledge production. The arguments in the chapter are premised on the fact that knowledge and power intersect at a fundamental level. The chapter argues that women are an important group that should not be ignored in the academy; therefore, their voices should be appropriated to form an integral part of the curriculum. The chapter is based on a critical exploration of relevant theories (feminist theorists and post-structuralism) and secondary literature to augment its position.
