摘要：Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed
on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch
of ODL literature that is focused on gender inequality in post-secondary and higher education contexts.
We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social
justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area
of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and
androcentrism as significant mechanisms that continue to produce gender inequality, in particular in
women’s access to educational resources and formal learning opportunities. We highlight three themes
that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive
curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to
technology-enabled education as an instrument for social justice, and provide a pedagogical model for an
ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality.
We argue that such a curriculum is public service and requires a model of education that is based on
participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant
pedagogical practices.
关键词：distance education; gender inequality; gender studies; open and distance learning; social justice; women empowerment
