Unterhalter, E. and North, A. (2024) ‘Gender, and education systems: some reflections on conceptual limits and possibilities from researching Nigerian teacher education’, AGEE Working Paper.

Unterhalter, E., Howell, C., Longlands, H., Malloy, M., Viera do Nascimento D., and Rovani, S. (2024) Women’s participation in higher education in Southern Africa: an exploration of STEM, leadership and enrolment in institutions in Botswana, Eswatini, Lesotho, Malawi, Mozambique, Namibia, South Africa, Zambia, and Zimbabwe. Harare: UNESCO.

Malloy, M., Unterhalter, E. et al (2024). ‘Sustainability, gender equality and girls’ education: Reflections from approaches to MEL (Monitoring, Evaluation and Learning) in Girls’ Education Challenge projects in Kenya’. AGEE Working Paper.

Longlands, H., Peppin Vaughan, R. and Unterhalter, E. (2024) ‘Gender, Missing Data and SDG4’, in Delprato, M. and Shepard, D. (eds) Missing education data and the SDG 4 data regime: Global, regional and thematic perspectives (Edward Elgar).

Report on Workshop for Developing South Africa National Dashboard, May 2023

Special issue of Comparative Education, ‘Gender and Girls’ Education: Comparative Perspectives’, 59, no. 2 (2023). Guest Edited by Elaine Unterhalter. 

Unterhalter, Elaine. “An Answer to Everything? Four Framings of Girls’ Schooling and Gender Equality in Education.” Comparative Education 59, no. 2 (2023): 145–68.

Moletsane, R. (2023). Using photovoice to enhance young women’s participation in addressing gender-based violence in higher education. Comparative Education, 59(2), 239–258.

Vaughan, R. P. and Longlands, H. (2023) ‘A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls’ education’, Comparative Education, 59(2), pp. 282–304.

Report on Workshop for Developing Malawi National Dashboard, February 2023

Unterhalter, E., Longlands, H. & Peppin Vaughan, R. (2022) Gender and Intersecting Inequalities in Education: Reflections on a Framework for Measurement, Journal of Human Development and Capabilities

Pankhurst, C. (2022). ‘Girls’ Education and Climate Change: A critical review of the literature’. AGEE Working Paper.

Anand, P., Ferrer, B., Gao, Q., Nagales, R. and Unterhalter, E. (2020). ‘COVID-19 as a Capability Crisis: Using the Capability Framework to Understand Policy Challenges’, Journal of Human Development and Capabilities, Vol. 21(3), pp.293-299.

Unterhalter, E., Robinson, L., and Ron Balsera, M. (2020). ‘The politics, policies and practices of intersectionality: Making gender equality inclusive in and through education’, Background paper prepared for the Global Education Monitoring Report Gender Report A New Generation: 25 years of efforts for gender equality in education. Paris: UNESCO.

Unterhalter, E. (2020). ‘An other self? Education, foreignness, reflexive comparison and capability as connection’, Comparative Education, Vol. 56(1), pp.3-19.

North, A. and Longlands, H. (2019). ‘Gender, poverty and educational equality’, in M.J. Schuelke, C.J. Johnstone, G. Thomas and A.J. Artiles (eds.), The SAGE handbook of inclusion and diversity in education. London: Sage.

Unterhalter, E. (2019). ‘The many meanings of quality education: politics of targets and indicators in SDG4’, Global Policy, Vol. 9, pp.39-51.

Peppin Vaughan, R. (2019). ‘Global campaigns for girls’ and women’s education, 2000–2017: insights from transnational social movement theory’, Comparative Education, Vol. 55(4), pp.494-516.

Unterhalter E., Parkes, J. and Howell, C. (2019). ‘Achieving Gender Equality in and Through Education’, Knowledge and Information Exchange Discussion Paper. Washington DC: Global Partnership for Education.

Unterhalter, E., North, A. and Ward, O. (2018). ‘Accountability for gender equality’. Background paper for the 2018 Global Education Monitor Gender Review. Paris: UNESCO.

Unterhalter, E., (2018). ‘Silences, stereotypes and local selection: Reflections for the SDGs on some experiences with the MDGs and EFA’, in A. Verger, M. Novelli, H. Altinyelken (eds.), Global Education Policy and International Development: New Agendas, Issues and Policies. London: Bloomsbury (pp.75-96).

Kelly, C.A., Crampin, C.A., Mortimer, K., Dube, A., Malava, J., Johnston, D., Unterhalter, E. and Glynn, J.R. (2018). ‘From kitchen to classroom: Assessing the impact of cleaner burning biomass-fuelled cookstoves on primary school attendance in Karonga district, northern Malawi’, PLOS One.