Curriculum, Gender, and Sustainability: A Study of Text and Context

The curriculum occupies a central position in shaping learners’ knowledge, values, attitudes, and worldviews. In the contemporary global context, concerns related to gender equality and sustainability have become increasingly significant, demanding deliberate integration within educational curricula. This article explores the interrelationship between curriculum, gender, and sustainability through a study of text and context. It examines how curricular texts represent gender roles, identities, and relations, and how these representations align with or contradict the broader socio-cultural and environmental contexts in which education operates. Drawing upon theoretical perspectives from gender studies, sustainable development, and curriculum theory, the paper argues that a gender-sensitive and sustainability-oriented curriculum is essential for fostering inclusive, equitable, and responsible citizenship. The study highlights gaps between policy intentions and curricular practice, and emphasizes the need for contextualized, inclusive curricular reforms that promote gender justice and sustainable development simultaneously.