Bringing together case studies and analyses of gender training from different country and regional contexts, this book revisits much of the thinking behind gender education and training. The authors explore the explicit and implicit assumptions in gender training about the nature of knowledge (epistemology), imparting knowledge (pedagogy) and knowing (cognition).
The articles discuss how gender mainstreaming has been understood in different organisations: provide examples of good work, which supports the empowerment of women: and look beyond gender mainstreaming to what new possibilities exist for transformation.