Beyond marketable skills: tackling gender inequality and working-class marginalisation through itinerant curriculum theory

This research examines the impact of marketisation and commodification of the UK higher education curriculum on gender inequality and the marginalisation of working-class women. It advocates for a socially just curriculum through Itinerant Curriculum Theory (ICT), aligning with the Gender and Education Association's (GEA) mission to challenge gender inequality in education.

Combining critical pedagogy (Paulo Freire), socialist feminist theory (Nancy Fraser), and ICT (João Paraskeva), this study addresses power dynamics and the impacts of current curriculum choices on gender and class intersectionality. ICT proposes a socially just curriculum, emphasising student agency and community engagement, inclusive of diverse perspectives, and contributes to the GEA's aim to produce and disseminate feminist scholarship.

This study uses a conceptual approach, integrating historical and critical analysis. Historical analysis traces the evolution of higher education policies, while critical analysis examines the underlying assumptions and implications of the current curriculum. The study synthesises literature, policies, and theoretical frameworks to draw conclusions about the effects of marketisation on gender and class inequalities.

In line with the conference theme of 'Diversifying Routes,' this research explores how ICT can create more equitable pathways for marginalised groups, particularly working-class women. While Braidotti (2019) highlights the exclusion of diverse knowledges, ICT provides a framework for incorporating these marginalised voices and addressing systemic inequalities. A commercialised curriculum actively disadvantages working-class women and fails to address their specific socio-economic contexts. However, ICT provides a structured framework for integrating social justice principles, challenging inequalities, and empowering all students.

Key words: Itinerant Curriculum Theory, marketisation, working-class women, gender inequality, social justice