We argue that context-responsive equitable strategies support the development of a gender-responsive curriculum in the context of higher education in Nepal. This paper is our reflective journey of curriculum content analysis of the two Master’s programs (Mathematics and English) from an inclusive cultural perspective of gender which engaged us to explore the answer to the question- How can we develop a gender-responsive curriculum? Adapting inclusive cultural perspective and participatory design we engaged with students and faculties and management representatives in the process of gender mainstreaming through action-reflection cycles. Further, we braided discussion with poetry, that is, a poetic inquiry to tell our praxis in a realistic and/or literary way. Finally, we discuss the three context-responsive equitable strategies such as (1) adapting the collaborative approach, (2) promoting ‘the 3 pillars’, and (3) enhancing inclusiveness that supported us for ensuring gender equality.

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