Membedah Bias Gender dalam Global Education: Sebuah Tinjauan Filsafat Pendidikan dan Humanisme Global

Abstract

Although global education is promoted as an approach that upholds universal equality, various forms of bias and gender inequality remain embedded in curricula, texts, and teaching practices. This study aims to analyze the philosophical roots of gender bias in global education through the lens of philosophy of education and global humanism, while proposing a more just and emancipatory humanistic framework. The research employs a critical literature study with a philosophical and value-analysis approach, examining the relationship between the concept of universal humanity, structures of power, and the construction of gender within global education discourse. The findings show that although global education frequently emphasizes solidarity, inclusion, and shared humanity, it often fails to challenge the underlying epistemic and cultural patriarchy that informs many curricula, texts, and policies, thereby allowing gender stereotypes and hierarchies to be reproduced both subtly and explicitly. The study concludes that a more radical integration of humanistic values and gender justice is required within global citizenship education for global education to become genuinely transformative and egalitarian, not only at the level of discourse but also in the structures of knowledge, pedagogical practices, and the design of educational policies.