This chapter presents a comparative case study evaluating the politics and positioning of gender knowledge—or knowledge regarding the concept of gender and gender issues—in higher education (HE). The case study seeks to examine the social contexts shaping supportive and prohibitive institutional policies and practices regarding the place of gender studies and construction as well as dissemination of gender knowledge in HE institutions. The chapter also discusses the ways that gender knowledge and gender studies struggle to define and maintain its existence. The comparison is based on two different programmatic approaches of teaching about gender at the University of Indonesia, a flagship public university in Indonesia. This study is based on semi-structured interviews conducted with academics and faculty members in two programs within the University of Indonesia (UI), the flagship public university in Indonesia. The analysis shows that in the higher education context, while a ghettoisation approach to studying gender is productive and necessary—as exemplified in a dedicated graduate program focusing on gender studies, the approach lacks sustainability. A diffusion of gender knowledge through infusion or integration in other disciplinary studies—in this case through the Communications Studies Program—proves more sustainable for the endeavour.