Gendered Research Knowledge Creation in Teacher Universities

The purpose of this study is to discover how feminist agents in teacher education institutions create gendered knowledge in an academic community. Gendered knowledge creation may be viewed as a methodology of change, a process of creating new knowledge in relation to gender. As such it can be an important source of a firm's alternative or sustainable competitive advantage. Knowledge creation in teacher universities is influenced by several social factors from local to international such as globalization, gender mainstreaming, feminist concepts and ideas, frameworks and international agreements like Convention on the Elimination of all forms of Discrimination Against Women (CEDAW), an international treaty adopted in 1979 and instituted in 1981 by 189 out of 193 United Nations member countries in 2011. At the local level, other forces that influence gendered research include feminist laws and national policies. All these forces influence the creation of a gendered research knowledge in the education of teachers in public universities by its feminists agents like its faculty and staff who serve as gender focal point persons. This study intends to discover research-based gendered knowledge creation programs, projects and activities conducted by the top ten leading teacher education universities in the Philippines. These are gendered knowledge creation programs, projects and activities that promote gender justice and social equity. Through the use of feminist critique, analysis and examination of codified knowledge and structured interviews of feminist agents, possible gaps could be identified as a basis for proposing a gendered knowledge creation program to serve as the foundation for engendering teacher education institutions. Gendered programs, projects and activities are also revisited to understand how gendered knowledge is created in teachers' universities. This study seeks to answer the following questions: How is gendered research knowledge created in public teacher universities? What are the forces that influence the creation of gendered research knowledge? What are the barriers to creating gendered research knowledge? How can these barriers be managed to catalyse the creation of gendered research knowledge?