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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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336 found
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1 — 50 / 336
  1. added 2019-09-05
    Pre-College Causes of Women's Underrepresentation in Philosophy.Christopher Dobbs - 2015 - Dissertation, Georgia State University
    Recent work on women’s underrepresentation in philosophy has focused on a distinction between “in class” and “pre-university” effects as the primary cause of women’s underrepresentation in philosophy. This paper reports from a large dataset from the Cooperative Institutional Research Program that shows that, of the American students that intended to major in philosophy before they started college, about two-thirds are men. This lends credence to the pre-university effects explanation for women’s underrepresentation in philosophy. This paper will discuss this finding in (...)
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  2. added 2019-08-22
    Research, Teaching and Service: Why Shouldn't Women's Work Count?Shelley M. Park - 1996 - Journal of Higher Education 67 (1):46-84.
    This article examines one way institutionalized sexism operates in the university setting by examining the gender roles and gender hierarchies implicit in (allegedly gender-neutral) university tenure and promotion policies. Current working assumptions regarding (1) what constitutes good research, teaching, and service and (2) the relative importance of each of these endeavors reflect and perpetuate masculine values and practices, thus preventing the professional advancement of female faculty both individually and collectively. A gendered division of labor exists within (as outside) the contemporary (...)
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  3. added 2019-06-06
    "Philosophy of Education," by Nel Noddings. [REVIEW]Charles C. Verharen - 2012 - Teaching Philosophy 35 (2):238-241.
  4. added 2019-06-06
    How to Persuade Those Who Will Not Listen Plato, Freire, and Hooks on Revolutionary Dialogue.Elizabeth A. Hoppe - 2011 - Clr James Journal 17 (1):58-74.
    Western philosophy owes its origin to the dialogues of Plato. Not only does Plato provide us with a methodology that remains significant today, his views in many ways correspond to the revolutionary philosophies of Paulo Freire and bell hooks. In reflecting on Plato's view of education in the Cave Allegory in Book VII of the Republic, one can readily see its affinity with Paulo Freire's Pedagogy of the Oppressed ; however, it is also important to keep in mind that the (...)
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  5. added 2019-06-06
    Feminist Imperative(s) in Music and Education: Philosophy, Theory, or What Matters Most.Elizabeth Gould - 2011 - Educational Philosophy and Theory 43 (2):130-147.
    A historically feminized profession, education in North America remains remarkably unaffected by feminism, with the notable exception of pedagogy and its impact on curriculum. The purpose of this paper is to describe characteristics of feminism that render it particularly useful and appropriate for developing potentialities in education and music education. As a set of flexible methodological tools informed by Gilles Deleuze's notions of philosophy and art, I argue feminism may contribute to education's becoming more efficacious, reflexive, and reflective of the (...)
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  6. added 2019-06-06
    Judith Butler and the Public Dimension of the Body: Education, Critique and Corporeal Vulnerability.Joris Vlieghe - 2010 - Philosophy of Education 44 (1):153-170.
    In this paper I discuss some thoughts Judith Butler presents regarding corporeal vulnerability. This might help to elucidate the problem of whether critical education is still possible today. I first explain why precisely the possibility of critique within education is a problem for us today. This is because the traditional means of enhancing a critical attitude in pupils, stimulating their self-reflective capacities, contributes to the continued existence and strengthening of the current societal and political regime. A way out of this (...)
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  7. added 2019-06-06
    Critical Thinking About Truth in Teaching: The Epistemic Ethos.Donald Vandenberg - 2009 - Educational Philosophy and Theory 41 (2):155-165.
    This paper discusses the most persistent controversial issue that occurred in Western educational philosophy ever since Socrates questioned the Sophists: the role of truth in teaching. Ways of teaching these kinds of controversy issues are briefly considered to isolate their epistemic characteristics, which will enable the interpretation of Plato and Dewey as exemplars of rationalism and empiricism regarding the role of knowledge in the curriculum and thus include their partial truths in the epistemic ethos of teaching. The consideration of pedagogy (...)
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  8. added 2019-06-06
    Enabling Change: Transformative and Transgressive Learning in Feminist Ethics and Epistemology.David W. Concepción & Juli Thorson Eflin - 2009 - Teaching Philosophy 32 (2):177-198.
    Through examples of embodied and learning-centered pedagogy, we discuss transformative learning of transgressive topics. We begin with a taxonomy 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 (...)
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  9. added 2019-06-06
    Gut Instinct: The Body and Learning1.Robyn Barnacle - 2009 - 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. added 2019-06-06
    Antonio Gramsci and Feminism: The Elusive Nature of Power.Margaret Ledwith - 2009 - Educational Philosophy and Theory 41 (6):684-697.
    From a feminist perspective, I am interested in ‘women's ways of knowing’ and the relationship between knowledge, difference and power. Here I trace the relevance of Gramsci to my own feminist consciousness, and the part he played in my journey to praxis. I also address feminism's intellectual debts, most particularly in relation to the concept of hegemony. The intellectual context has shifted in emphasis from macro‐ to micro‐narratives which reject Marxism as masculinist and dichotomous. The dilemma has been an overemphasis (...)
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  11. added 2019-06-06
    The Use of Bloom’s Taxonomy in Feminist Philosophy.Maria Cimitile - 2008 - 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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  12. added 2019-06-06
    Learning Ethics From Our Relationships with Animals: Moral Imagination.Maurice Hamington - 2008 - International Journal of Applied Philosophy 22 (2):177-188.
    The majority of animal advocacy discourse is unidirectional: Humans are regarded as stewards of animal welfare, and humans control the bestowal of rights and protections upon animals. This article offers a reversal of the typical moral reflection used in animal advocacy. I suggest that our relationship with animals participates in the development of moral faculties requisite for ethical behavior. In other words, we have a lot to learn from animals, not in this instance by documenting their behavior, but from having (...)
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  13. added 2019-06-06
    Democracy, Social Justice and Education: Feminist Strategies in a Globalising World.Penny Enslin - 2006 - Educational Philosophy and Theory 38 (1):57-67.
    Recognising the relevance of Iris Marion Young's work to education, this article poses the question: given Iris Young's commitment to both social justice and to recognition of the political and ethical significance of difference, to what extent does her position allow for transnational interventions in education to foster democracy? First, it explores some of Iris Young's arguments on the relationship between democracy and social justice, with particular reference to their implications for education. Second, I argue that if her ideas are (...)
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  14. added 2019-06-06
    Notes Toward a Philosophy of Nonviolence: A City In Which Violence Is Not Necessary.Steven Schroeder - 2003 - Philosophy in the Contemporary World 10 (2):69-75.
    This paper takes Gandhi's satyagraha, which he defined as "holding on to truth" as a basis for a political philosophy of nonviolence that draws on voices familiar from twentieth century nonviolent struggles as well as sociobiology, literary criticism, and feminist approaches to sacrifice.
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  15. added 2019-06-06
    Feminist Epistemology as Social Epistemology.Heidi Grasswick - 2002 - Social Epistemology 16 (3):185-196.
    More than one philosopher has expressed puzzlement at the very idea of feminist epistemology. Metaphysics and epistemology, sometimes called the 'core' areas of philosophy, are supposed to be immune to questions of value and justice. Nevertheless, many philosophers have raised epistemological questions starting from feminist-motivated moral and political concerns. The field is burgeoning; a search of the Philosopher's Index reveals that although nothing was published before 1981 that was categorized as both feminist and epistemology, soon after, the rate of publication (...)
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  16. added 2019-06-06
    Feminism and Bioethics: Beyond Reproduction. [REVIEW]Norah Martin - 2001 - Teaching Philosophy 24 (3):300-304.
  17. added 2019-06-06
    Review Essay: Feminist Narratives and Social/Political Change.Amy Allen - 2000 - Philosophy and Social Criticism 26:127-132.
    Lara, Maria Pia, Moral Textures: Feminist Narratives in the Public Sphere (reviewed by Amy Allen).
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  18. added 2019-06-06
    Caring Reasoning.Barbara J. Thayer-Bacon - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (4):22-34.
  19. added 2019-06-06
    Teaching Wollstonecraft’s Maria, Or the Wrongs of Woman.Cressida Heyes - 2000 - Teaching Philosophy 23 (2):111-125.
    How should scholars and teachers of feminist philosophy understand Wollstonecraft’s work “Maria, Or the Wrongs of Woman”? This paper contends that Wollstonecraft’s work has received far too little attention, that the work is her most sophisticated statement on women’s oppression, and that it can be used as a springboard for approaching contemporary feminist questions while simultaneously supplying these questions a historical context. In putting forward these positions, the paper provides four compelling reasons for including “Maria” in courses on feminism and (...)
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  20. added 2019-06-06
    Feminist Teachers, Graduate Students, and “Consensual Sex”: Close Encounters of a Dangerous Kind.Rosemarie Putnam Tong - 1999 - Teaching Philosophy 22 (2):123-133.
    Taking up the case of Jane Gallop, this paper explores whether an eroticized pedagogical style can be truly effective for teaching feminist philosophy and to what extent there exists the possibility of consensual romantic relationships between teachers and students. In a book published five years after accusations of discriminatory sexual harassment, Gallop argues that an eroticized pedagogy more effectively delivers a feminist message than non-eroticized pedagogies because it provides a context in which sexual norms can be foregrounded, challenged, and even (...)
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  21. added 2019-06-06
    Loose Women, Lecherous Men: A Feminist Philosophy of Sex. [REVIEW]Alan Soble - 1999 - Teaching Philosophy 22 (4):411-416.
  22. added 2019-06-06
    Academic Feminism and Applied Ethics: Closing the Gap Between Private Scholarship and Public Policy.Linda LeMoncheck - 1997 - International Studies in Philosophy 29 (1):69-77.
  23. added 2019-06-06
    Is Modern Critical Thinking Theory Sexist?Barbara Thayer-Bacon - 1992 - Inquiry: Critical Thinking Across the Disciplines 10 (1):3-7.
  24. added 2019-06-06
    Feminist‐Constructionist Theories of Sexuality and the Definition of Sex Education.Joseph A. Diorio - 1989 - Educational Philosophy and Theory 21 (2):23-31.
  25. added 2019-06-06
    Homosexuality and Feminism: Some Suggestions For Teaching.Diane Raymond - 1983 - Teaching Philosophy 6 (4):355-365.
  26. added 2019-06-05
    Local Community: Place-Based Pragmatist and Feminist Education. Whipps - 2014 - The Pluralist 9 (2):29.
    [O]ur increasing democracy impels us to make a new demand upon the educator. … [A] code of social ethics is now insisting that (the individual) shall be a conscious member of society.[Black women] understood intellectually and intuitively the meaning of homeplace in the midst of an oppressive and dominating social reality, of homeplace as site of resistance and liberation struggle.this essay considers the role of city/community as homespace in an attempt to bring a particular place, the community of Muskegon, Michigan, (...)
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  27. added 2019-06-05
    Juridification and Politics.Daniel Loick - 2014 - Philosophy and Social Criticism 40 (8):757-778.
    The article starts with the observation of an ambivalence inherent to the politics of juridification. On the one hand, some spheres of the life-world such as the family and the school are often places of exploitation, degradation and humiliation and therefore seem to require the implementation of legal protection for their members. At the same time, the demand for rights seems somehow to grasp too little, would be inadequate or even counterproductive. How can this ambivalence be politically dealt with? I (...)
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  28. added 2019-06-05
    Science Education for Women: Situated Cognition, Feminist Standpoint Theory, and the Status of Women in Science.Cassandra L. Pinnick - 2008 - Science & Education 17 (10):1055-1063.
  29. added 2019-06-05
    Increasing the Number of Feminist Scientists: Why Feminist Aims Are Not Served by the Underdetermination Thesis.Kristen Intemann - 2008 - Science & Education 17 (10):1065-1079.
  30. added 2019-06-05
    The Failed Feminist Challenge to ‘Fundamental Epistemology’.Cassandra L. Pinnick - 2005 - Science & Education 14 (2):103-116.
  31. added 2019-03-08
    Learning to Think Intercontinentally: Finding Australian Routes.Christine Battersby - 2000 - 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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  32. added 2018-02-17
    The Blackwell Guide to Feminist Philosophy.Eva Feder Kittay, Martí & Linda N. Alcoff (eds.) - 2006 - Wiley-Blackwell.
  33. added 2018-02-17
    Knowing (with) Others.Gaile Pohlhaus - 2006 - Social Philosophy Today 22:187-198.
    Feminist epistemologists and feminist philosophers of science have argued that our efforts to know the world are always situated, accompanied by such things as desires, beliefs, and interests that guide and shape what it is we discover and perhaps even what we can know. If this is the case, how is one to be receptive to that which is outside of the purview of one’s current understanding of the world? Some feminists have argued that in order to know more effectively (...)
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  34. added 2017-09-14
    Making Room for Women in Our Tools for Teaching Logic: A Proposal for Promoting Gender-Inclusiveness.Frederique Janssen-Lauret - 2015 - Proceedings of the 4th International Conference on Tools for Teaching Logic.
    Logic is one of the most male-dominated areas within the already hugely male-dominated subject of philosophy. Popular hypotheses for this disparity include a preponderance of confident, mathematically-minded male students in the classroom, the historical association between logic and maleness, and the lack of female role-models for students, though to date none of these have been empirically tested. In this paper I discuss the effects of various attempts to address these potential causes whilst teaching second-year formal and philosophical logic courses at (...)
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  35. added 2017-02-11
    Education for Women.L. D. Derksen - unknown
  36. added 2017-02-11
    Humanitas and the Education of Roman Women.Rosa Francia Somalo - 2005 - New Women of Spain 4:371.
  37. added 2017-02-08
    Elusive Rivalry? Conceptions of the Philosophy of Education.John White - 2010 - Ethics and Education 5 (2):135-145.
    What is analytical philosophy of education (APE)? And what has been its place in the history of the subject over the last fifty years? In a recent essay in Ethics and Education (Vol 2, No 2 October 2007) on ‘Rival conceptions of the philosophy of education’, Paul Standish described a number of features of APE. Relying on both historical and philosophical argument, the present paper critically assesses these eight points, as well as another five points delineating APE in the Introduction (...)
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  38. added 2017-02-08
    Feminist Pedagogy and the Classics.Laura McClure - 2000 - Classical World: A Quarterly Journal on Antiquity 94 (1).
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  39. added 2017-02-08
    Death Education: An Outline and Some Critical Observations.W. Warren - 1981 - British Journal of Educational Studies 29 (1):29 - 41.
  40. added 2017-02-07
    Education, Educational Research, and the 'Grammar' of Understanding: A Response to David Bridges.Paul Smeyers - 2009 - Ethics and Education 4 (2):125-129.
  41. added 2017-02-02
    Teacher Education as a Counterpublic Sphere: Radical Pedagogy as a Form of Cultural Politics.Henry Agiroux & Peter Mclaren - 1987 - Philosophy and Social Criticism 12 (1):51-69.
  42. added 2017-01-29
    Expanding the Boundaries of Transformative Learning Essays on Theory and Praxis.Edmund O'sullivan, Amish Morrell & Mary Ann O'connor - 2002
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  43. added 2017-01-29
    Men Engaging Feminisms Pro-Feminism, Backlashes and Schooling.Bob Lingard & Peter Douglas - 1999
  44. added 2017-01-29
    Educating Rita and Her Sisters Women and Continuing Education.Jane Elliott, Pat Whaley, Roseanne Benn & National Institute of Adult Continuing Education Wales) - 1998
  45. added 2017-01-29
    Education, Power, and Personal Biography Dialogues with Critical Educators.Carlos Alberto Torres - 1998
  46. added 2017-01-29
    Identity and Diversity Gender and the Experience of Education : A Reader.Maud Blair, Janet Holland & Sue Sheldon - 1995
  47. added 2017-01-29
    Women's Education.Maggie Coats - 1994
  48. added 2017-01-29
    Power and Method Political Activism and Educational Research.Andrew David Gitlin - 1994
  49. added 2017-01-29
    Feminisms and Critical Pedagogy.Carmen Luke & Jennifer Gore - 1992
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  50. added 2017-01-29
    Vincent of Beauvais' "de Eruditione Filiorum Nobilium" the Education of Women.Rosemary Barton Tobin - 1984
1 — 50 / 336