Paper short abstract:

Based on the analysis of gender curriculum in higher education institutions, this paper aims to explore the ways the Government of Kazakhstan's policy of mainstreaming gender equality in higher education institutions (HEIs) is enacted on the ground and to what effect.

Paper long abstract:

This paper aims to explore the ways the Government of Kazakhstan's policy of mainstreaming gender equality in higher education institutions (HEIs) is enacted on the ground and to what effect. Kazakhstan has initiated the policy of gender mainstreaming in HEIs to fulfill its commitment to global gender equality initiatives. To respond to the government's agenda on gender equality, HEIs established centers and institutions on gender research. In addition, in 2016, HEIs introduced elective courses on gender equality in wide-ranging disciplines. However, very little is known about how gender equality is understood or mainstreamed in educational courses in HEIs in Kazakhstan and how these courses are being produced and enacted.

Our preliminary analysis of 24 gender courses syllabi in pedagogy, psychology, sociology, gender policies, and philosophy suggests that gender and gender equality are framed around gender policies initiated by the government. Many syllabi reflect the state and international conventions, state laws about labor division, work payment, work benefits such as vacation and sick leaves divided between men and women, and the roles and tasks of working men and women in the family. Our preliminary findings indicate that the curriculum entrenches gender norms and stereotypes, emphasizing clear boundaries between men and women, male/female, girls/boys. Empowering woman means strengthening democracy in Kazakhstan. However, this approach at the same time promotes motherhood as an end-goal for women by presenting women as "gentle, kind and devoted human beings oriented towards being a good wife and mother," whereas "boys need to be taught how to be resilient, responsible and brave husbands." Gender courses are taught mostly by female instructors, and there is a lack of emphasis on Kazakhstani historical context about gender relationships.

Furthermore, we observed controversies between theoretical approaches outlined in the course description and course content and the exclusion of non-binary identities or presenting non-binary identities as 'abnormal.' Key readings include covering general aspects of gender but rarely consider local problems and issues in Kazakhstan. These contradictions within the curriculum raise various challenges in mainstreaming gender equality. These challenges will be discussed, and their policy implications will be offered.