Tracing and teaching gender across core public affairs curriculum

Abstract

ABSTRACT Traditional MPA programs that deliver public affairs education often use gender blind pedagogies. Gender blind pedagogies maintain that organizational practices and decision-making processes are gender neutral and have similar outcomes to both men and women who engage in public service. Gender neutral assumptions in PA education perpetuate gender neutral research and practice. Using critical gender pedagogy, we (1) examine current practices of discussing gender in PA education, (2) review pedagogical suggestions from other fields (particularly English and gender studies) that have adopted critical gender pedagogies, (3) identify elements of gender-sensitive course design, (4) develop a five- part pedagogical framework to showcase major elements needed for public affairs curricula to be more gender-sensitive, and (5) apply this framework to model how six MPA core courses can better address gender. This paper aims to deliver an alternative gender- sensitive pedagogical approach that breaks the cycle of gender-blind practices.