There is Something About GESI: Examining Gender, Inclusion, and Decolonialism in USAID-Funded Educational Programs

• In Event: Examining Inclusion, School Climate, and Indigenous Knowledge Systems: Decolonial Perspectives

Proposal

Abstract:
This paper critically examines the Gender Equity and Social Inclusion (GESI) framework within USAID-funded educational programs through the lens of decolonial theory. Drawing from personal experience managing international development projects in Africa, Latin America, and Asia, this presentation explores the opportunities and challenges of applying GESI principles in diverse cultural contexts. In alignment with the CIES 2025 theme, "Envisioning Education in a Digital Society," it also investigates how technological advancements, such as AI and data-driven systems, intersect with efforts to promote gender equity and inclusion. The relevance of this topic lies in examining how USAID incorporates GESI principles into evolving digital education environments and how these frameworks address barriers like gender inequality, poverty, and marginalization across different geopolitical and cultural settings.
Need and Context:
USAID’s programs seek to address systemic inequalities through Diversity, Equity, and Inclusion (DEI) strategies, particularly focusing on vulnerable groups such as women, girls, and LGBTQI+ youth. This presentation emphasizes the need to critically assess how GESI strategies function across various cultural landscapes. Local power dynamics, gender norms, and socio-political structures can either support or hinder these programs, creating a tension between global intervention designs and local realities. The core issue here is how cultural sensitivities and societal norms influence the success of GESI-focused educational programs.
Methods and Guiding Frameworks:
This study uses decolonial theory and Hofstede’s cultural dimensions framework to evaluate how different communities perceive inclusion and equity. By applying the Johari Window model of self-awareness, the analysis reveals hidden challenges in program design, particularly regarding how local communities engage with or resist global development initiatives. Case studies from countries in Africa, Latin America, and Asia, where USAID has implemented GESI-focused interventions, illustrate the varied responses to these efforts. These frameworks help highlight cultural and gender-based nuances that impact program success, offering insights applicable to other global contexts facing similar challenges.
Successes and Lessons Learned:
The analysis identifies key successes, such as increased participation of girls in education and the empowerment of female teachers, especially in marginalized communities. However, the presentation also draws attention to areas for improvement, particularly the need for more culturally adaptive approaches to inclusion and equity. Knowing what is now known, future interventions could better engage local communities in program design, ensuring that GESI goals align more effectively with local values and practices.
Impact and Assessment:
Program impact has been assessed using a mix of qualitative and quantitative methods, including interviews, community feedback, and data analysis of enrollment and retention rates among marginalized groups. The findings indicate that GESI interventions have positively influenced access to education for girls and other vulnerable populations, though challenges remain in maintaining long-term impact, especially in areas where cultural resistance is strong.
Conclusion:
This presentation contributes to ongoing discussions on decolonizing development practices by offering practical recommendations for adapting GESI frameworks to local contexts. It highlights the importance of culturally responsive educational programs that align with global development goals while respecting and integrating indigenous knowledge systems. As technological advancements continue to shape education, the need to rethink and evolve GESI strategies becomes increasingly crucial.
Note about the title: The 1998 movie ‘There is something about Mary’ with Cameron Diaz, Matt Dillon and Ben Stiller presents a series of unintended situations and well-intentioned acts leading to comic but disastrous consequences. GESI, the acronym for ‘Gender Equity and Social Inclusion’ framework that is imbedded in all USAID-funded projects has something in common with the film. First, I’ll share what GESI is, and the intended outcomes of applying this framework to the work we do in implementing international development projects.

Links to relevant sites and publications:
Global Partnership for Education. (n.d.). Working towards gender equality: The role of teachers and teaching. https://www.globalpartnership.org/blog/working-towards-gender-equality-role-teachers-and-teaching
GESI Working Group. (2017). A common framework for gender equality & social inclusion. UN Women. https://asiapacific.unwomen.org/en/digital-library/publications/2017/04/gesi-framework
Gemeda, F. T., & Tynjala, P. (2015). Professional learning of teachers in Ethiopia: Challenges and implications for reform. Australian Journal of Teacher Education, 40(5), 1-26. https://doi.org/10.14221/ajte.2015v40n5.1
Sayed, Y., Sharma, A., Hanaf, A. B., Mohamed, M. H., & Chuol, B. (2024). Inclusion and continuous professional development for teachers in Ethiopia and Somalia. In M. Mendenhall, G. Marchais, Y. Sayed, & N. Boothy (Eds.), Education and resilience in crises: Challenges and opportunities in Sub-Saharan Africa. Bristol University Press.
Tikly, L., Mitchell, R., Barrett, A. M., Batra, P., Bernal, A., Cameron, L., Coles, A., Juma, Z. R., Nunez, N. A., Paulson, J., & Reda, N. W. (2024). Teacher professionalism in the global south: A decolonial perspective. Bristol University Press. https://doi.org/10.51952/9781529242683
United States Agency for International Development (USAID). (n.d.). Diversity, equity, inclusion, and accessibility (DEIA) strategy. https://www.usaid.gov/about-us/diversity-equity-inclusion/strategy-summary
Simply Psychology. (n.d.). Hofstede’s cultural dimensions theory & examples. https://www.simplypsychology.org/hofstedes-cultural-dimensions-theory.html
Ramos-Mattoussi, F. (2022, March 30). There is something about GESI: Deconstructing the gender equity and social inclusion framework. Florida State University. YouTube. https://www.youtube.com/watch?v=EJnX3AY7ytE
Ramos-Mattoussi, F., & Caballero, V. (2015, July). External evaluation of the Women’s Leadership Program in Paraguay: Evaluation report (174 p.). Higher Education for Development (HED), American Council on Education (ACE), USAID/DEC. http://pdf.usaid.gov/pdf_docs/PA00KNGF.pdf
Raupp, M., & Ramos-Mattoussi, F. (2012, May 31). Mid-term monitoring and evaluation of Alfalit's literacy programs in Liberia, Mozambique, and Angola (140 p.). International Business and Technical Consultants, Inc. (IBTCI), USAID, Bur. for Africa. http://pdf.usaid.gov/pdf_docs/PDACT624.pdf
Ramos-Mattoussi, F., et al. (2008). Interim assessment of impact/results of the Short-term Technical Assistance and Training Task Order (135 p.). IQC No. GEW-I-00-02-00020-00 Integrating Gender for Development Results: Women in Development. USAID. http://pdf.usaid.gov/pdf_docs/PDACM808.pdf

Author

• Flavia S. Ramos-Mattoussi, Florida State University