LONDON – As Pagans are aware, many of our paths and spiritual practices teach not only gender equality but also promote self-positivity in identity and sexuality. A new and alarming report counters that view revealing a coordinated, well-funded campaign by conservative religious groups and political parties targeting schools worldwide to undermine gender equality and reinforce the belief that women should submit to men. These conservative organizations aim to limit girls’ access to education, reshape curricula, and influence educational policies. The report, Whose Hands on our Education, was published last week by the Overseas Development Institute (ODI) as part of its Think Change initiative, which addresses global challenges like inequality, climate change, and social justice.
The report highlights the growing influence of gender-restrictive actors, including politicians, religious organizations, and civil society groups, backed by substantial international funding. These actors promote patriarchal social norms and a binary view of gender, countering feminism and LGBTQ2SI+ rights under the guise of opposing “gender ideology.” Education is their primary target as they seek to shape societal values through control of curricula, student access, and the principles taught in schools. This campaign, the report warns, has severe implications for long-term social and economic development by reinforcing gender inequalities and discriminatory practices.
Photo credit: CC0 Creative Commons, Pixabay
The report examines how these gender-restrictive campaigns differ across regions but share common tactics, with a particular focus on education. It discusses the involvement of international conservative networks, religious funding, and right-wing populism, especially in Latin America, Africa, Asia, and post-Soviet states. These efforts, the report notes, can have long-lasting impacts as students internalize these regressive values, carrying them into adulthood and codifying that women – and especially wives- should be subordinate and submissive to men.
According to the report, “gender-restrictive actors are committed to changing norms and worldviews in line with their beliefs,” recognizing the long-term nature of this project. Education is seen as a critical space for shaping values, with higher education associated with more progressive attitudes toward gender equality. However, these actors use both the formal curriculum and the “hidden curriculum”—the unspoken norms transmitted through everyday school practices, such as gender-specific roles, class segregation, and dress codes—to reinforce patriarchal values.
The report emphasizes that international funding plays a significant role in bolstering these campaigns. Russian oligarchs, political parties, and Islamist groups are identified as key funders. For instance, between 2016 and 2020, donors from the UK, US, Germany, and Italy contributed over $5 million to Ghanaian religious organizations opposing LGBTQ2SI+ rights. Similarly, Pakistan has received billions in loans and aid from Saudi Arabia and private Gulf state funding to promote Wahhabism, a strict interpretation of Sunni Islam requiring, among other things, that women wear a black abaya, covering all but the eyes and hands. In Pakistan, textbooks reinforce traditional gender roles, portraying women as cultural guardians and excluding sex education.
In regions like South Africa, Brazil, and the Philippines, organized efforts have successfully blocked sex education programs, replacing discussions on homosexuality with content promoting sexual abstinence and “traditional family values.” In Chile, Catholic schools use textbooks that portray men as the heads of households and reinforce stereotypes that men are more capable and intelligent than women. The Taliban’s exclusion of girls from secondary education in Afghanistan is another example of how political power reinforces regressive policies.
Commenting on the global trend, ODI senior research fellow Ayesha Khan who was a co-author of the report stated, “We’re dealing with a global anti-rights movement and resurgence of patriarchal norms,” highlighting the intense pressure occurring within the education sector.
The report calls on governments to uphold their responsibility to ensure all learners can access education free from gender-based discrimination or persecution. Achieving this requires a strong legal framework that enforces constitutional commitments to gender equality and inclusion. Misinformation, particularly through social media, must be countered with reliable and accessible information for students, parents, and community leaders. The report stresses the need for more funding for pro-equality and human rights organizations, as current financial resources are inadequate to counter the extensive and less accountable funding streams supporting gender-restrictive movements.
The report underscores that Civil society organizations (CSOs), including community groups, NGOs, independent journalism, and labor unions, play a crucial role in monitoring and resisting gender-restrictive activities in education. The report emphasizes the need for political backing and increased funding to block oppressive efforts.
The report also comments that enhancing media and digital literacy among citizens is vital to combat disinformation and promote inclusive, gender-equitable narratives. Collaboration among CSOs, especially those representing young people whose rights to education are being violated, is essential to building a more coordinated and effective response.
The report calls for urgent action at both national and international levels to ensure education systems remain inclusive and equitable while reinforcing the need to counter the well-financed efforts of gender-restrictive actors seeking to reshape societal values through control of education.
“Education is a key enabler for gender equality and has the power to shape lives,” said Khan. “This research shows how a small group of highly financed anti-rights organisations and politicians and militant groups are intent on disrupting the transformative opportunities that education provides.”
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