ABSTRACT
This chapter explores the tenets of critical pedagogy, and in particular, experiential learning, resonate within the challenges of bringing gender expertise into multi-disciplinary teams in largely biophysical research-for-development settings. However, Marlène points to the logics of project development and evaluation of impact that work against the more transformative forms of learning to 'do gender' in ways that are meaningful for research teams and the communities in which they work. A holistic approach that eschews separating people from nature conceptually and in practical action has provided an institutional context in which it has been possible to open up conversations about gender equality, as many scientists within Bioversity International were already engaged in farming systems, farmer-first and participatory research approaches, some having been instrumental in this shift. The suggestion that ‘impact’ is made intelligible when it is given a monetary value is typical of the market logic that underpins project evaluation within the dominant development vocabulary.
