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Title page

Contents

Acknowledgements 2

1. Introduction 7

1.1. Methodology 8

1.2. Scope 9

1.3. Overview of the report 9

1.4. Definitions and key concepts 10

1.5. The rise of gender-restrictive actors 12

2. Conceptualising organised gender-restrictive activities in education 16

2.1. Why education? 16

2.2. What do gender-restrictive actors seek in education, and how? 17

3. Access to education: who gets to learn 22

3.1. Restricting girls' and women's access to education 22

3.2. Undermining LGBTQI+ students' access to education 23

3.3. Controlling who teaches 24

4. Curriculum: what students learn 26

4.1. Influencing gender-related content in school curricula and learning materials 26

4.2. Resisting comprehensive sexuality education 27

4.3. Excluding LGBTQI+ content from curricula 31

4.4. Resisting gender and cultural studies in higher education 32

5. Gendered school practices: protest against change 34

5.1. Gender-neutral language in schools 34

5.2. Gender-neutral bathrooms, changing facilities and dress codes 35

5.3. School sports 38

6. Countering gender-restrictive activities in education 40

6.1. Mobilising human rights legislation 40

6.2. Policy dialogue and advocacy 41

6.3. Building support for gender-equitable education from key stakeholders 41

6.4. Countering mis- and disinformation 42

6.5. Protests, grassroots mobilisation and alternative educational provision 43

6.6. Enabling factors: political leadership, allies and support 44

7. Conclusion 46

7.1. Who are the main gender-restrictive actors in education? 46

7.2. What strategies do they use? 46

7.3. How does gender-restrictive activity reflect or seek to influence societal norms? 47

7.4. What are the commonalities and differences between approaches in different regions? 47

7.5. Resistance strategies 47

7.6. Further research to address evidence gaps 48

7.7. Recommended ways forward 49

References 51

Tables

Table 1. Summary of examples: efforts of gender-restrictive actors to control access to education 25

Table 2. Summary of examples: gender-restrictive actors influencing what students learn 33

Table 3. Summary of examples: gender-restrictive actors influencing school practices 39

Figures

Figure 1. Gender-restrictive actors: commonalities and differences 11

Figure 2. Objectives, strategies and activities of gender-restrictive actors in education 18

Boxes

Box 1. Russian oligarchs, international anti-rights organisations and think tanks 14

Box 2. The Pin Parental movement 30

Box 3. Con Mis Hijos No Te Metas campaigns against gender equality in Peru's national curriculum 30

Box 4. Banning LGBTQI+ content from schools in Central Asia 32

Box 5. Protest against LGBTQI+ inclusive school policies in South Africa 36

Box 6. Aahung and life skills-based education in Pakistan 42

Box 7. The Bring Back Our Girls movement 44

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