Open this publication in new window or tab >>2023 (English)In: International Studies Quarterly, ISSN 0020-8833, E-ISSN 1468-2478, Vol. 67, no 2, article id sqad035Article in journal (Refereed) Published
Abstract [en]
In recent decades, gender equality goals have been adopted widely in global policymaking, creating a demand for specialized knowledge and evidence to support the design and implementation of gender equality policies. Bridging feminist scholar- ship on gender expertise and practice–theoretical literature on knowledge production, this article examines a knowledge production initiative of the World Bank, the Gender Innovation Laboratories (GILs). While research has examined the po- sition of gender experts and the content of gender expertise in global governance, it has overlooked how knowledge about gender is produced. In this paper, we use a practice–theoretical approach—assemblage thinking —to study the practical work mobilized in the GILs to produce, maintain, and disseminate knowledge about gender inequality. Drawing on interviews with lab researchers, documents, and online materials, and focusing on the epistemic practice of impact evaluations, our analysis demonstrates the work invested in assembling them, such as forging alignments with and securing support among stakehold- ers, activating repertoires of expertise, and translating results into material objects. These practices produce gender inequality as a governance object, which is amenable to technical policy interventions, which facilitates certain forms of action to address it. Yet, they simultaneously silence more political solutions to gender inequalities.
Place, publisher, year, edition, pages
Oxford University Press, 2023
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies)
Research subject
Political Science
Identifiers
urn:nbn:se:kau:diva-94877 (URN)10.1093/isq/sqad035 (DOI)001123070100001 ()2-s2.0-85160932898 (Scopus ID)
Funder
Swedish Research Council, 2015-01756
2023-05-252023-05-252026-02-12Bibliographically approved