2025/11/17 by Rebecca Tiessen, Khursheed Sadat · 2 voices
Social Sciences · #Gender Diversity and Inequality #Gender Politics and Representation #Qualitative Research Methods and Ethics
paper · pdf · doi:10.1177/00207020251396798
openalex created_date 2025/11/17 · openalex publication_date 2025/11/17 · openalex updated_date 2026/06/15
Since the Government of Canada's adoption of a range of feminist and gender-based commitments including the Gender-based Analysis Plus (GBA+) framework in 1995 and the Feminist International Assistance Policy in 2017, the need for highly trained practitioners with skills in feminist theory and methodology is increasingly clear. In this article we consider why the next generation of changemakers (future policymakers, analysts, researchers, and practitioners) need highly advanced skills in feminist data collection, analysis, and evaluation. Based on our evaluations of training methodologies, toolkits, and analysis of evaluation programs, we explore what that training should require. With this context in mind, we consider whether graduates from post-secondary programs that serve as major training platforms for working in government and civil society organizations receive sufficient training in these programs to apply feminist critiques, analyses, and skillsets to engage in work that centers feminist principles and gender-based analysis priorities.