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Summary

Over the last three decades feminism has influenced many philosophers of education. The kind of questions that constitute the contemporary feminist philosophy of education research agendas are diverse and range from interests aligned with a variety of fields and theoretical orientations of feminisms, for example: liberal, poststructural and multicultural. However, most share an emphasis toward both the intellectual and political dimensions of a just education. Broad areas of study at the intersections of feminism and education include; gender, class, race, sexuality, human rights, identity, subjectivity, the body, sexuality, the family, knowledge and power, with significant lines if enquiry challenging the foundations of traditional educational research, policy and practice and its reliance on; an objective knower, its a-historic presumptions and its exclusion of emotion. Feminist philosophers of education work across varied educational spaces including; early childhood, mass education, tertiary, university and vocational education and informal and community education and address concerns relating to epistemology, ethics, aesthetics, normativity and methodology. 

Key works

Nel Noddings ongoing work Noddings 1995, Noddings 2007 particularly the seminal text 'Caring: A Feminine Approach to Ethics and Moral Education Noddings 1984 illustrates feminist contributions ethics and moral education. Reclaiming a Conversation: The Ideal of the Educated Woman Martin 1985 argument for a ‘gender sensitive ideal’ through an historical engagement with philosophy of education.

Introductions The Education Feminism Reader Stone 1994 provides an entry point into the diverse area with contributions from Maxine Greene, Valerie Walkerdine, Patti Lather and Elizabeth Ellsworth. An updated version titled Education Feminism: Classic and Contemporary Readings Thayer-Bacon 2013 provides more contemporary overview of the field.
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  1. Pamela Abbott (2005). An Introduction to Sociology: Feminist Perspectives. Routledge.
    This third edition of the bestselling An Introduction to Sociology: Feminist Perspectives confirms the ongoing centrality of feminist perspectives and research to the sociological enterprise and introduces students to the wide range of feminist contributions to key areas of sociological concern. This completely revised edition includes: · new chapters on sexuality and the media · additional material on race and ethnicity, disability and the body · many new international and comparative examples · the influence of theories of globalization and post-colonial (...)
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  2. Hanan Alexander (2013). Caring and Agency: Noddings on Happiness in Education. Educational Philosophy and Theory 45 (5):488-493.
  3. Amy Allen (2000). Feminist Narratives and Social/Political Change. Philosophy and Social Criticism 26 (4):127-132.
    Lara, Maria Pia, Moral Textures: Feminist Narratives in the Public Sphere (reviewed by Amy Allen).
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  4. Nancy J. Annaromao (1996). A Feminist Interpretation of Vulnerability. Philosophy in the Contemporary World 3 (1):1-7.
    Under patriarchy, the rationally autonomous agent engages in contractual relations in a marketplace society. The contractual model reinforces a negative conception of the vulnerable as weak and as susceptible to injury and exploitation. Recent feminist writing has a positive notion of vulnerability that is in conflict with contractualism. Positive notions of vulnerability, the paper argues, are found in Virginia Held’s conception of mothering, Nel Noddings’ analysis of teaching, and Annette Baier’s development of trust as essential for social relationships.
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  5. Anatole Anton (2012). Feminism(s) Meets Capitalism. Radical Philosophy Review 15 (2):383-387.
  6. Aurelia Armstrong, Foucault and Feminism. Internet Encyclopedia of Philosophy.
  7. Amy R. Baehr (2004). Feminist Politics and Feminist Pluralism: Can We Do Feminist Political Theory Without Theories of Gender? Journal of Political Philosophy 12 (4):411–436.
  8. Karen Barad (1996). Feminism and the Social Construction of Scientific Knowledge. In Lynn Hankinson Nelson & Jack Nelson (eds.), Feminism, Science, and the Philosophy of Science. 161--94.
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  9. Robyn Barnacle (2009). Gut Instinct: The Body and Learning. Educational Philosophy and Theory 41 (1):22-33.
    In the current socio-political climate pedagogies consistent with rationalism are in the ascendancy. One way to challenge the purchase of rationalism within educational discourse and practice is through the body, or by re-thinking the nature of mind-body relations. While the orientation of this paper is ultimately phenomenological, it takes as its point of departure recent feminist scholarship, which is demonstrating that attending to physiology can provide insight into the complexity of mind-body relations. Elizabeth Wilson's account of the role of the (...)
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  10. Christine Battersby (2000). Learning to Think Intercontinentally: Finding Australian Routes. Hypatia 15 (2):1-17.
    : This introductory essay argues that it is a mistake to represent Australian feminist philosophy as a kind of discourse theory that is "downstream" of the French post-structuralists or North American postmodernists. Starting with the local--and the specifically Australian modes of racial exclusion, in particular--and exploring some of the byways of philosophy, what we encounter is a range of ontological, ethical, and political models that allow a reconfiguration of self, community, and social change.
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  11. Nancy Bauer (2007). The Second Feminism. Symposia on Gender, Race, and Philosophy.
  12. Paul Benson (2007). Feminism and the a-Word: Power and Community in the University. Hypatia 22 (4):223-229.
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  13. Sandrine Berges (2013). Teaching Christine de Pizan in Turkey. Gender and Education 25 (5):595-605.
    An important part of making philosophy as a discipline gender equal is to ensure that female authors are not simply wiped out of the history of philosophy. This has implications for teaching as well as research. In this context, I reflect on my experience of teaching a text by medieval philosopher Christine de Pizan as part of an introductory history of philosophy course taught to Turkish students in law, political science, and international relations. I describe the challenges I encountered, the (...)
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  14. Roger Bergman * (2004). Caring for the Ethical Ideal: Nel Noddings on Moral Education. Journal of Moral Education 33 (2):149-162.
    Nel Noddings is arguably one of the premier philosophers of moral education in the English?speaking world today. Although she is outside the mainstream theory, research, and practice traditions of cognitive?developmentalism (the Kohlberg legacy) and of character education (which is in public ascendancy), her body of work is unrivalled for originality of insight, comprehensiveness and coherence. Whilst Carol Gilligan's In a different voice (1982) introduced the ethic of caring into academic and public discourse, it is Noddings ?who has done most to (...)
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  15. Susan E. Bernick (1992). The Logic of the Development of Feminism; Or, Is MacKinnon to Feminism as Parmenides Is to Greek Philosophy? Hypatia 7 (1):1 - 15.
    Catharine MacKinnon's investigation of the role of sexuality in the subordination of women is a logical culmination of radical feminist thought. If this is correct, the position of her work relative to radical feminism is analogous to the place Parmenides's work occupied in ancient Greek philosophy. Critics of MacKinnon's work have missed their target completely and must engage her work in a different way if feminist theory is to progress past its current stalemated malaise.
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  16. Dwight Boyd (2011). Learning to Leave Liberalism…and Live with Complicity, Conundrum and Moral Chagrin. Journal of Moral Education 40 (3):329-337.
    This paper is a story of personal learning. I locate its beginning in my early, comfortable adoption of liberalism as the preferred perspective for my work as a philosopher of education. I then trace how and why I became disaffected with this perspective. I describe how learning from students, feminism and critical race theory led to an acceptance of the fact that my particular social locations as a white, upper-middle-class, educated, heterosexual man are not politically neutral as liberalism would have (...)
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  17. Matthew J. Brown (2013). The Source and Status of Values for Socially Responsible Science. Philosophical Studies 163 (1):67-76.
    Philosophy of Science After Feminism is an important contribution to philosophy of science, in that it argues for the central relevance of advances from previous work in feminist philosophy of science and articulates a new vision for philosophy of science going in to the future. Kourany’s vision of philosophy of science’s future as “socially engaged and socially responsible” and addressing questions of the social responsibility of science itself has much to recommend it. I focus the book articulation of an ethical-epistemic (...)
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  18. Rosa Bruno-Jofré (1998). Adriana Hernández, Pedagogy, Democracy, and Feminism: Rethinking the Public Sphere. Studies in Philosophy and Education 17 (2):207-210.
  19. J. Buber Agassi (1995). Epistemological and Methodological Concerns of Feminist Social Scientists. Boston Studies in the Philosophy of Science 162:153-153.
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  20. Gayle A. Buck, Vicki L. Plano Clark, Diandra Leslie‐Pelecky, Yun Lu & Particia Cerda‐Lizarraga (2008). Examining the Cognitive Processes Used by Adolescent Girls and Women Scientists in Identifying Science Role Models: A Feminist Approach. Science Education 92 (4):688-707.
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  21. Steven M. Cahn (2012). Classic and Contemporary Readings in the Philosophy of Education. Oup Usa.
    Now even more affordably priced in its second edition, Classic and Contemporary Readings in the Philosophy of Education is ideal for undergraduate and graduate philosophy of education courses. Editor Steven M. Cahn, a highly respected contributor to the field, brings together writings by leading figures in the history of philosophy and notable contemporary thinkers. The first section of the book provides material from nine classic writers, while the second section presents twenty-one recent selections that reflect diverse approaches, including pragmatism, analytic (...)
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  22. William Cain & Ellen Messer-Davidow (1990). Dialogue on Feminism and Academic Change. Social Epistemology 4 (1):41 – 55.
  23. Leslie Cannold (2003). Do We Need a Normative Account of the Decision to Parent? International Journal of Applied Philosophy 17 (2):277-290.
    This paper provides an analysis of several philosophically interesting results of a recent study of the fertility decision-making of thirty-five childless/childfree Australian and American women. While most of the women in the study endorsed and expanded on longstanding normative prescriptions for how a “good” mother ought to feel and behave, they were at a loss (at times quite literally) to explain why a woman should decide to mother in the first place. For several women, this difficulty led them to conclude (...)
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  24. Marie Carrière (2006). Feminism as a Radical Ethics? Questions for Feminist Researchers in the Humanities. Journal of Academic Ethics 4 (1-4):245-260.
    A feminist perspective on selfhood – bound to a perspective on otherness – is the main concern of this article. The resonance of this notion of selfhood both with ethical philosophy and with the language of humanism enables a deeper understanding of a feminist ethics as well as its internal tensions. The article considers the relationship of feminism and humanism as one of “paradoxical fluidity” rather than antithetical polarization, to explore the ways in which feminism’s alliance with contemporary ethics exemplifies (...)
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  25. Rosario Carrillo, Melissa Moreno & Jill Zintsmaster (2010). Cultural Production of a Decolonial Imaginary for a Young Chicana: Lessons From Mexican Immigrant Working-Class Woman's Culture. Educational Studies 46 (5):478-502.
    Chicanas and Mexican women share a history of colonialism that has (a) sustained oppressive constructions of gender roles and sexuality, (b) produced and reproduced them as racially inferior and as able to be silenced, conquered, and dominated physically and mentally, and (c) contributed to the exploitation of their labor. Given that colonialism has also come to shape the way young women of Mexican heritage learn in mainstream US schools, informal education from everyday women's conviviality and solidarity becomes a pivotal context (...)
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  26. Terrell Carver & Samuel Allen Chambers (eds.) (2008). Judith Butler's Precarious Politics: Critical Encounters. Routledge.
    Judith Butler has been arguably the most important gender theorist of the past twenty years. This edited volume draws leading international political theorists into dialogue with her political theory. Each chapter is written by an acclaimed political theorist and concentrates on a particular aspect of Butler's work. The book is divided into five sections which reflect the interdisciplinary nature of Butler's work and activism: Butler and Philosophy: explores Butler’s unique relationship to the discipline of philosophy, considering her work in light (...)
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  27. Maria Cimitile (2008). The Use of Bloom's Taxonomy in Feminist Philosophy. Teaching Philosophy 31 (4):297-310.
    Overcoming our disciplinary aversion to assessment mechanisms allows more possibilities for students to achieve fundamental philosophical skills. My essay discusses the use of Bloom’s taxonomy in a Feminist Philosophy course with detailed examples that demonstrate its efficacy as a learning and assessment tool that is particularly suited to philosophy, as well as how critical philosophy in general, and feminist philosophy in particular, is an ideal subject to help students gain critical thinking skills.
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  28. Michelle Ciurria (2012). Critical Thinking in Moral Argumentation Contexts: A Virtue Ethical Approach. Informal Logic 32 (2):242-258.
    In traditional analytic philosophy, critical thinking is defined along Cartesian lines as rational and linear reasoning preclusive of intuitions, emotions and lived experience. According to Michael Gilbert, this view – which he calls the Natural Light Theory (NLT) – fails because it arbitrarily excludes standard feminist forms of argumentation and neglects the essentially social nature of argumentation. In this paper, I argue that while Gilbert’s criticism is correct for argumentation in general, NLT fails in a distinctive and particularly problematic manner (...)
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  29. Grace Clement (1996). Care, Autonomy, and Justice: Feminism and the Ethic of Care. Westview Press.
    Newcomers and more experienced feminist theorists will welcome this even-handed survey of the care/justice debate within feminist ethics. Grace Clement clarifies the key terms, examines the arguments and assumptions of all sides to the debate, and explores the broader implications for both practical and applied ethics. Readers will appreciate her generous treatment of the feminine, feminist, and justice-based perspectives that have dominated the debate.Clement also goes well beyond description and criticism, advancing the discussion through the incorporation of a broad range (...)
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  30. Lorraine Code (2006). Ecological Thinking: The Politics of Epistemic Location. OUP USA.
    How could ecological thinking animate an epistemology capable of addressing feminist, multicultural, and other post-colonial concerns? Starting from an epistemological approach implicit in Rachel Carson's scientific practice, Lorraine Code elaborates the creative, restructuring resources of ecology for a theory of knowledge. She critiques the instrumental rationality, abstract individualism, and exploitation of people and places that western epistemologies of mastery have legitimated, to propose a politics of epistemic location, sensitive to the interplay of particularity and diversity, and focused on responsible epistemic (...)
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  31. David Robert Cole (2010). The Reproduction of Philosophical Bodies in Education with Language. Educational Philosophy and Theory 42 (8):816-829.
    This paper articulates a feminist poststructural philosophy of education by combining the work of Luce Irigaray and Michel Foucault. This acts as an underpinning for a philosophy of desire (McWilliam, 1999) in education, or as a minor philosophy of education where multiple movements of bodies are enacted through theoretical methodologies and research. These methods include qualitative analysis and critical discourse analysis; where the conjunction Irigaray-Foucault is a paradigm for dealing with educational phenomena. It is also a rigorous materialism (Braidotti, 2005) (...)
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  32. Claire P. Curtis (2003). Sexual Harassment. Teaching Philosophy 26 (1):111-114.
  33. Anne Dalke & Elizabeth McCormack (2007). Synecdoche and Surprise: Transdisciplinary Knowledge Production. Journal of Research Practice 3 (2):Article M20.
    Using contemporary insights from feminist critical theory and the literary image of synecdoche, we argue that transdisciplinary knowledge is productive because it “maximizes serendipity.” We draw on student learning experiences in a course on Gender and Science to illustrate how the dichotomous frameworks and part-whole correspondences that are predominant in much disciplinary discourse must be dismantled ifor innovative intellectual work to take place. In such a process, disciplinary presumptions interrogate and unsettle one another to produce novel questions and answers.
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  34. John Darling (1986). Are Women Good Enough? Plato's Feminism Re-Examined. Journal of Philosophy of Education 20 (1):123–128.
  35. Karen Detlefsen (2012). Margaret Cavendish and Thomas Hobbes on Freedom, Education, and Women. In Nancy J. Hirschmann & Joanne H. Wright (eds.), Feminist Interpretations of Thomas Hobbes. The Pennsylvania State University Press. 149-168.
  36. Madelyn Detloff (1997). Mean Spirits: The Politics of Contempt Between Feminist Generations. Hypatia 12 (3):76-99.
    Current models for individuation in academe exacerbate generational tensions between second and third wave feminists. Feminist pedagogues must be wary of getting caught in the "vicious circle of contempt," where students are expected to compensate for a teacher's past narcissistic wounds. Instead, we must be willing to mourn the wounds we have received at the hands of a contemptuous culture and to acknowledge same-gender attachments that are disavowed in dialectical models of subject production.
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  37. Penelope Deutscher (2006). When Feminism is "High" and Ignorance is "Low": Harriet Taylor Mill on the Progress of the Species. Hypatia 21 (3):136-150.
    : This essay considers the important role attributed to education in the writings of nineteenth-century feminist Harriet Taylor Mill. Taylor Mill connected ignorance to inequality between the sexes. She called up the specter of regression into lowness and ignorance when she associated feminism with progress. As she stressed the importance of education, she constructed an 'other' to feminism, variously associated with lowness, poverty, and the primitive. She made a case for the advantages of civilization (education, enfranchisement, equality) to be opened (...)
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  38. Donna L. Dickenson & Michael J. Parker (1999). The European Biomedical Ethics Practitioner Education Project: An Experiential Approach to Philosophy and Ethics in Health Care Education. Medicine, Health Care and Philosophy 2 (3):231-237.
    The European Biomedical Ethics Practitioner Education Project (EBEPE), funded by the BIOMED programme of the European Commission, is a five-nation partnership to produce open learning materials for healthcare ethics education. Papers and case studies from a series of twelve conferences throughout the European Union, reflecting the ‘burning issues’ in the participants' healthcare systems, have been collected by a team based at Imperial College, London, where they are now being edited into a series of seven activity-based workbooks for individual or group (...)
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  39. Joseph A. Diorio (1989). Feminist-Constructionist Theories of Sexuality and the Definition of Sex Education. Educational Philosophy and Theory 21 (2):23–31.
  40. Juli Thorson Eflin (2009). Enabling Change. Teaching Philosophy 32 (2):177-198.
    Through examples of embodied and learning-centered pedagogy, we discuss transformative learning of transgressive topics. We begin with ataxonomy of types of learning our students undergo as they resolve inconsistencies among their pre-existing beliefs and the material they confront in our course on feminist ethics and epistemology. We then discuss ways to help students maximize their learning while confronting internal inconsistencies. While we focus on feminist topics, our approach is broad enough to be relevant to anyone teaching a transgressive or controversial (...)
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  41. Avigail Eisenberg (2006). Education and the Politics of Difference: Iris Young and the Politics of Education. Educational Philosophy and Theory 38 (1):7–23.
  42. Penny Enslin (2006). Democracy, Social Justice and Education: Feminist Strategies in a Globalising World. Educational Philosophy and Theory 38 (1):57–67.
  43. Sean Epstein-Corbin (2014). Pragmatism, Feminism, and the Sentimental Subject. Transactions of the Charles S. Peirce Society 50 (2):220-245.
    In trying to connect a primarily literary account of sentimental history and theory to a primarily philosophical account of feminist pragmatism,1 certain dangers emerge. One is to unintentionally privilege the genre of philosophy over the genres of poetry or sentimental fiction. In H.S. Thayer’s insightful Meaning and Action: A Critical History of Pragmatism, as but one example, philosophical writing subordinates other genres, such as poetry or novels, leading to readings of Dewey and James that disproportionately weight the influence of philosophical (...)
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  44. Farrell & James P. Sterba (2008). Does Feminism Discriminate Against Men?: A Debate. OUP USA.
    Does feminism give a much-needed voice to women in a patriarchal world? Or is the world not really patriarchal? Has feminism begun to level the playing field in a world in which women are more often paid less at work and abused at home? Or are women paid equally for the same work and not abused more at home? Does feminism support equality in education and in the military, or does it discriminate against men by ignoring such issues as male-only (...)
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  45. Carla Fehr (2012). Feminist Engagement with Evolutionary Psychology. Hypatia 27 (1):50-72.
    In this paper, I ask feminist philosophers and science studies scholars to consider the goals of developing critical analyses of evolutionary psychology. These goals can include development of scholarship in feminist philosophy and science studies, mediation of the uptake of evolutionary psychology by other academic and lay communities, and improvement of the practices and products of evolutionary psychology itself. I evaluate ways that some practices of feminist philosophy and science studies facilitate or hinder meeting these goals, and consider the merits (...)
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  46. Lynn Fendler & Steven F. Tuckey (2006). Whose Literacy? Discursive Constructions of Life and Objectivity. Educational Philosophy and Theory 38 (5):589–606.
  47. N. Fraser & L. Nicholson (1988). Social Criticism Without Philosophy: An Encounter Between Feminism and Postmodernism. Theory, Culture and Society 5 (2):373-394.
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  48. M. Friedman (1995). Feminist Ethics and Multicultural Education. Hypatia 10 (2):56-68.
  49. Marilyn Friedman (1995). Multicultural Education and Feminist Ethics. Hypatia 10 (2):56 - 68.
    Feminist ethics supports the contemporary educational trend toward increased multiculturalism and a diminished emphasis on the Western canon. First, I outline a feminist ethical justification for this development. Second, I argue that Western canon studies should not be altogether abandoned in a multicultural curriculum. Third, I suggest that multicultural education should help combat oppression in addition to simply promoting awareness of diversity. Fourth, I caution against an arrogant moralism in the teaching of multiculturalism.
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  50. Carolle Gagnon (2002). Controversies in Feminism. Teaching Philosophy 25 (3):279-283.
1 — 50 / 254