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Over the past 20 years, empowerment has been used as a 'rallying cry' for girls' education and a necessary condition for gender equality. This article explores gender as an organising framework for international education policy and development during the Global Goals era (2000-2020). Using feminist policy discourse analysis as a coordinated conceptual and methodological approach, I show how gender organises the policy discourses by constructing target populations and constraining policy parameters. The data used in this article are sourced from policy documents published by UN Women and UNGEI from 2000-2020, and from semi-structured interview conversations with girls' education policy workers during the MDG-SDG transition. The findings presented in this article show how dominant policy discourses are constructed over time, and how they evolve to reflect changing cultural expectations for education's role in development.

"Male culture" strongly persists in academic and professional societies, including at annual conferences and meetings, where women-identifying individuals report facing various forms of sexual harassment, discrimination, exclusion, and marginalization. This study goes beyond parity metrics to innovate the monitoring of gender by analyzing gender inequalities and inequities in the space of an academic and professional society and its annual meeting using qualitative data collection and analysis of the case of the Comparative and International Education Society and the 2019 annual meeting. The findings uncover how these spaces continue to be exclusive of women in various ways, particularly and negatively affecting women of color, those from the Global South, and emerging scholars/practitioners. Recommendations are offered for academic and professional societies that seek to interrogate and challenge the regimes of inequality that exist amidst their operations.

Over the past 20 years, empowerment has been used as a 'rallying cry' for girls' education and a necessary condition for gender equality. This article explores gender as an organising framework for international education policy and development during the Global Goals era (2000–2020). Using feminist policy discourse analysis as a coordinated conceptual and methodological approach, I show how gender organises the policy discourses by constructing target populations and constraining policy parameters. The data used in this article are sourced from policy documents published by UN Women and UNGEI from 2000–2020, and from semi-structured interview conversations with girls' education policy workers during the MDG-SDG transition. The findings presented in this article show how dominant policy discourses are constructed over time, and how they evolve to reflect changing cultural expectations for education's role in development. [ABSTRACT FROM AUTHOR]

The article presents the discussion on moderated discussions offering scholars and practitioners in the field of comparative and international education. Topics include invitation to individuals and organizations taking the next steps towards being more gender-inclusive; range of individuals of all gender identities, racial, ethnic, economic backgrounds, and geographic locations for understanding better the myriad inequities.

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