Sociology of Knowledge Perspectives on Gendered Curriculum and Educational Authority

Abstract

This study examines the intersection of gender, knowledge, and educational authority through the lens of the sociology of knowledge. It investigates how curricula, pedagogical practices, and institutional authority reproduce gendered hierarchies, privileging certain forms of knowledge whereas marginalizing others. Using a qualitative research design, data were collected from purposively sampled peer-reviewed articles, ethnographies, and theoretical analyses, and analyzed through thematic analysis to identify seven major themes: social construction of knowledge, gendered curriculum content, educational authority, pedagogical practices, intersectional epistemic access, student agency and resistance, and policy implications. The findings reveal that educational structures both reflect and reinforce societal power relations, shaping students’ academic identities, participation, and opportunities. The study underscores the need for inclusive curricula, reflective pedagogy, and institutional reforms that democratize knowledge and foster equitable learning environments, highlighting pathways to challenge entrenched gender norms and expand epistemic access.