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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. The Source and Status of Values for Socially Responsible Science.Matthew J. Brown - 2013 - 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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  2. Epistemology and Education.N. Noddings - forthcoming - Philosophy of Education.
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  3. Disavowing Community.Lynda Stone - forthcoming - Philosophy of Education.
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  4. The Many Harms of SETs in Higher Education.Cecilea Mun - 2020 - Symposion: Theoretical and Applied Inquiries in Philosophy and Social Sciences 7 (2):285-314.
    In this paper I call attention to the problem of continuing to rely on SETs for hiring, reappointment, promotion, and award decisions in higher education, including the problem of continuing to permit the use of SETs despite the clear and explicit acknowledgement of their problems. I argue that to do so manifests a failure to acknowledge the weight of the actual and potential harms of SETs. I then provide an outline of such harms in order to clearly convey not only (...)
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  5. Inclusive Pedagogy: Beyond Simple Content.Sheila Lintott & Lissa Skitolsky - 2016 - Hypatia 31 (2):447-459.
  6. 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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  7. 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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  8. A New Editor-in-Chief for Studies in Philosophy and Education.Barbara J. Thayer-Bacon - 2015 - Studies in Philosophy and Education 34 (1):5-8.
    This issue marks the beginning of a new editor-in-chief for Studies in Philosophy and Education . I am excited to begin my tenure in this role, and to continue developing the long-standing strength and quality of this journal, which enjoys a 54-year history of continual support from editors in the fields of philosophy, philosophy of education, social science, and educational policy, in support of addressing philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice.Let me introduce (...)
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  9. Smaller is Better? Learning an Ethos and Worldview in Nanoengineering Education.Emily York - 2015 - NanoEthics 9 (2):109-122.
    In this article, I draw on ethnographic research to show how a particular ethos and worldview get produced in the context of “technical” education in a department of nanoengineering. Building on feminist science studies and communication theory, I argue that the curriculum introducing undergraduate students to scale implicitly teaches them an abstract and universal notion that smaller is better. I suggest that rather than smaller is better, a perspective that embraces context and specificity—such as the question “when, how, and for (...)
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  10. Pragmatism, Feminism, and the Sentimental Subject. Epstein-Corbin - 2014 - Transactions of the Charles S. Peirce Society 50 (2):220.
    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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  11. Diversity in Epistemic Communities: A Response to Clough.Maya J. Goldenberg - 2014 - Social Epistemology Review and Reply Collective Vol. 3, No. 5.
    In Clough’s reply paper to me (http://wp.me/p1Bfg0-1aN), she laments how feminist calls for diversity within scientific communities are inadvertently sidelined by our shared feminist empiricist prescriptions. She offers a novel justification for diversity within epistemic communities and challenges me to accept this addendum to my prior prescriptions for biomedical research communities (Goldenberg 2013) on the grounds that they are consistent with the epistemic commitments that I already endorse. In this response, I evaluate and accept her challenge.
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  12. Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making.Morwenna Griffiths - 2014 - Educational Philosophy and Theory 46 (5):1-14.
    The overall question addressed in this article is,‘What kind of philosophy of education is relevant to educational policy makers?’ The article focuses on the following four themes: The meanings attached to the term philosophy by philosophers themselves; the meanings attached to the term philosophy by policy makers; the difference place and time makes to these meanings; how these different meanings affect the possibility of philosophy influencing policy.The question is addressed using philosophical methods and empirical evidence from conversations and conversational interviews (...)
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  13. Educational Relationships: Rousseau, Wollstonecraft and Social Justice.Morwenna Griffiths - 2014 - Journal of Philosophy of Education 48 (2):339-354.
    I consider educational relationships as found in Rousseau's Émile (and elsewhere in his writing) and the critique of his views in Wollstonecraft's A Vindication of the Rights of Women. Wollstonecraft's critique is a significant one, precisely because of her partial agreement with Rousseau. Like Rousseau, her concern is less to do with particular pedagogical techniques or even approaches, more to do with the full complexity of educational relationships. The educational relationships they consider include those between human beings now and in (...)
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  14. Re-Imagining Relationships in Education: Ethics, Politics and Practices.Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd & Christine Winter - 2014 - Wiley-Blackwell.
    _Re-Imagining Relationships in Education_ re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, (...)
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  15. Juridification and Politics: From the Dilemma of Juridification to the Paradoxes of Rights.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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  16. Wittgenstein for Adolescents? Post-Foundational Epistemology in High School Philosophy.Jeff A. Stickney - 2014 - Ethics and Education 9 (2):201-219.
    Drawing on experience teaching secondary philosophy students, I investigate meaningful engagement with Wittgenstein in a Grade 12 epistemology unit. The premise is that without some introduction to landmark philosophers of the early twentieth century, students are left out of many contemporary philosophical conversations: linguistic idealism or relativism, and nominalism versus realism. Wanting to share with students Foucault, Rorty, and Hacking, I need expedient avenues of approach. Using Wittgenstein's methods I offer practical, ‘shallow grounds’ for an eclectic syllabus conveying post-foundational epistemology, (...)
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  17. A Subtle Pedagogy: A Response to Megan Laverty.Sharon Todd - 2014 - Ethics and Education 9 (1):54-57.
  18. 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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  19. Caring and Agency: Noddings on Happiness in Education.Hanan Alexander - 2013 - Educational Philosophy and Theory 45 (5):488-493.
    In this short essay I express my own deep sympathy with Nel Noddings’s ethic of care and applaud her stubborn resistance in Happiness and Education to what John Dewey would have called false dualisms, such as those between intelligence and emotion, theory and practice, or vocation and academic studies.However, I question whether the sort of caring relation she depicts so beautifully in this and many other books is sufficiently robust to alone carry the weight of the moral life that she (...)
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  20. Teaching Christine de Pizan in Turkey.Sandrine Berges - 2013 - 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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  21. Care Drain: Who Should Provide for the Children Left Behind?Anca Gheaus - 2013 - Critical Review of International Social and Political Philosophy 16 (1):1-23.
    Care drain brings the traditional problem of carers' choice between paid work and family at a new level. Taking care drain from Romania as a case study, I analyse the consequences of parents' migration within a normative framework committed to meeting the needs of vulnerable individuals. The temporary migration of parents who cannot take their children with them involves moral harm, particularly the frustration of children's developmental and emotional needs. I use recent feminist work on justice and care in the (...)
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  22. How Can Feminist Theories of Evidence Assist Clinical Reasoning and Decision-Making?Maya J. Goldenberg - 2013 - Social Epistemology (TBA):1-28.
    While most of healthcare research and practice fully endorses evidence-based healthcare, a minority view borrows popular themes from philosophy of science like underdetermination and value-ladenness to question the legitimacy of the evidence-based movement’s philosophical underpinnings. While the feminist origins go unacknowledged, those critics adopt a feminist reading of the “gap argument” to challenge the perceived objectivism of evidence-based practice. From there, the critics seem to despair over the “subjective elements” that values introduce to clinical reasoning, demonstrating that they do not (...)
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  23. Decolonizing Vocational Education in Togo: Postcolonial, Deweyan, and Feminist Considerations.Tairou Goura & Deborah L. Seltzer-Kelly - 2013 - Education and Culture 29 (1):46-63.
    In his landmark work, Democracy and Education, John Dewey (1916/1980) proposed that "democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience" (93). Given this, he argued, the role of the system of public education in a democracy must not only facilitate individual development, but do so in a way that simultaneously attends to the larger social good. Preparation for vocation was central to this effort, understood not as narrow technical (...)
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  24. Critically Adaptive Pedagogical Relations: The Relevance for Educational Policy and Practice.Morwenna Griffiths - 2013 - Educational Theory 63 (3):221-236.
    In this article Morwenna Griffiths argues that teacher education policies should be predicated on a proper and full understanding of pedagogical relations as contingent, responsive, and adaptive over the course of a career. Griffiths uses the example of the recent report on teacher education in Scotland, by Graham Donaldson, to argue that for all the report's considerable merits, it remains deficient because it does not attend to the complexity and contingency of pedagogical relations. The complexity arises from the existence of (...)
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  25. The Eternal and … Non-Eternal Woman – Review.Kiraly V. Istvan - 2013 - Philobiblon - Transilvanian Journal of Multidisciplinary Research in Humanities (2).
  26. The Politics of Survival: Peirce, Affectivity, and Social Criticism by Lara Trout (Review).John Kaag - 2013 - The Pluralist 8 (1):119-123.
    Pragmatism, with its insistence that philosophy attend to practical affairs of what Charles Sanders Peirce called "vital importance," has always faced a unique double bind. If it spent too much time on philosophical speculation, it made no difference to practical affairs. But if it fixated on the practical affairs of the social and political realm, it was no longer engaged in philosophy. This double bind is not unique to pragmatism and has shown itself repeatedly in the last two hundred years (...)
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  27. Parental Values and Children's Vulnerability.Mianna Lotz - 2013 - In Catriona Mackenzie, Wendy Rogers & Susan Dodds (eds.), Vulnerability: New Essays in Ethics and Feminist Philosophy. Oup Usa. pp. 242.
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  28. Response to Barbara Thayer-Bacon’s Review of Education Reconfigured.Jane Roland Martin - 2013 - Studies in Philosophy and Education 32 (1):109-111.
  29. Children, Vulnerability, and Emotional Harm.Amy Mullin - 2013 - In Catriona Mackenzie, Wendy Rogers & Susan Dodds (eds.), Vulnerability: New Essays in Ethics and Feminist Philosophy. Oup Usa. pp. 266.
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  30. Zhu Xi on Family and Women: Challenges and Potentials.Ann A. Pang-White - 2013 - Journal of Chinese Philosophy 40 (3-4):436-455.
    This article reappraises Zhu Xi's philosophy of women. First, it examines Zhu's descriptive texts. Second, it analyzes Zhu's didactic texts on li, qi, yin, yang, and gender. It finds that (i) surprisingly Zhu exhibited a level of flexibility toward women on subjects of education, property rights, and household management; (ii) his view on the male/yang and female/yin relationship was inconsistent; and (iii) improvement on Zhu's social-political teaching on women's role could result from a more consistent development of his metaphysics. When (...)
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  31. But Everything is Against Us Here': Some Thoughts on Noddings and on Exposing Our Educational Present.Stefan Ramaekers - 2013 - Educational Philosophy and Theory 45 (5):494-497.
    Noddings’s radical choice for a particular stance in life is both what makes Happiness and Education a thought-provoking book and what also leads me to have some reservations. First, I briefly outline some of these reservations and focus on what I think are two important difficulties Happiness and Education faces: firstly, the fact that Noddings’s choice for a particular conception of the good is likely to run into resistance and even incomprehension, and secondly, the observation that Noddings seems to be (...)
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  32. Introducing Noddings and the Symposium.Lynda Stone - 2013 - Educational Philosophy and Theory 45 (5):482-487.
    ‘Introducing Noddings and the Symposium’ is an overview in three parts following an opening comment The three are these: Noddings’s biography highlighting personal background and professional accomplishments; papers overview pointing to key ideas and themes as well as philosophical, literary and metaphorical inspiration; and response comments that take up ideas from the symposium papers and Noddings’s text in brief reconsideration. These ideas are connection of care theory to Noddings’s happiness, recognition of an ethics in doing philosophy, conceptions of needs and (...)
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  33. Democracies Always in the Making: Historical and Current Philosophical Issues for Education.Barbara J. Thayer-Bacon - 2013 - R&L Education.
    Democracies Always in the Making develops Barbara Thayer-Bacon’s relational and pluralistic democratic theory, as well as translates that socio-political philosophical theory into educational theory and recommendations for school reform in American public schools. Democracy is a goal, an ideal which we must continually strive for that can guide us in our decision-making, as we continue to live in a world that is unpredictable, flawed, and limited in terms of its resources.
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  34. Education Feminism: Classic and Contemporary Readings.Barbara J. Thayer-Bacon - 2013 - SUNY Press.
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  35. Feminism(s) Meets Capitalism.Anatole Anton - 2012 - Radical Philosophy Review 15 (2):383-387.
  36. Critical Thinking in Moral Argumentation Contexts: A Virtue Ethical Approach.Michelle Ciurria - 2012 - 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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  37. Margaret Cavendish and Thomas Hobbes on Freedom, Education, and Women.Karen Detlefsen - 2012 - In Nancy J. Hirschmann & Joanne H. Wright (eds.), Feminist Interpretations of Thomas Hobbes. The Pennsylvania State University Press. pp. 149-168.
    In this paper, I argue that Margaret Cavendish’s account of freedom, and the role of education in freedom, is better able to account for the specifics of women’s lives than are Thomas Hobbes’ accounts of these topics. The differences between the two is grounded in their differing conceptions of the metaphysics of human nature, though the full richness of Cavendish’s approach to women, their minds and their freedom can be appreciated only if we take account of her plays, accepting them (...)
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  38. Feminist Engagement with Evolutionary Psychology.Carla Fehr - 2012 - 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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  39. Reflecting Reflective Practice.Simone Galea - 2012 - Educational Philosophy and Theory 44 (3):245-258.
    This paper demystifies reflective practice on teaching by focusing on the idea of reflection itself and how it has been conceived by two philosophers, Plato and Irigaray. It argues that reflective practice has become a standardized method of defining the teacher in teacher education and teacher accreditation systems. It explores how practices of reflection themselves can suggest ways out of dictated pathways of reflection in teaching. Drawing on Luce Irigaray's and Plato's ideas on reflection, the paper includes a critical overview (...)
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  40. Introduction: John Dewey on Philosophy and Childhood.Maughn Gregory & David Granger - 2012 - Education and Culture 28 (2):1-25.
    John Dewey was not a philosopher of education in the now-traditional sense of a doctor of philosophy who examines educational ends, means, and controversies through the disciplinary lenses of epistemology, ethics, and political theory, or of agenda-driven schools such as existentialism, feminism, and critical theory. Rather, Dewey was both an educator and a philosopher, and he saw in each discipline reconstructive possibilities for the other, famously characterizing "philosophy . . . as the general theory of education" (1985, p. 338). Dewey (...)
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  41. Is It Possible to Live a Philosophical, Educational Life in Education, Nowadays?Morwenna Griffiths - 2012 - Journal of Philosophy of Education 46 (3):397-413.
    I consider if and how far it is possible to live an educational philosophical life, in the fast-changing, globalised world of Higher Education. I begin with Socrates’ account of a philosophical life in the Apology. I examine some tensions within different conceptions of what it is to do philosophy. I then go on to focus more closely on what it might be to live a philosophical, educational life in which educational processes and outcomes are influenced by philosophy, using examples taken (...)
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  42. Rudolf Steiner's Activist Epistemology and its Relation to Feminist Thought in America.Gertrude Reif Hughes - 2012 - In Robert A. McDermott (ed.), American Philosophy and Rudolf Steiner: Emerson, Thoreau, Peirce, James, Royce, Dewey, Whitehead, Feminism. Lindisfarne Books.
  43. Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions.Helen E. Lees - 2012 - Ethics and Education 7 (3):291-302.
    . Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  44. Hope and Despair: Southern Black Women Educators Across Pre- and Post-Civil Rights Cohorts Theorize About Their Activism.Tondra L. Loder-Jackson - 2012 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 48 (3):266-295.
    Framed by theoretical perspectives on Black Feminist Thought, the life course, and the Generation X/Hip-Hop generation, I present findings from a subset of 10 Black women educators in Birmingham, Alabama who participated in a larger life story project. The participants, who came of age professionally across the pre- and post-civil rights movement (CRM), describe divergent and convergent social and historical contexts that shaped their professionalization, as well as their relationships with and perceptions of Black students and parents. Participants across generation (...)
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  45. Gender Perception as a Habit of Moral Perception: Implications for Philosophical Methodology and Introductory Curriculum.Kathryn J. Norlock - 2012 - Journal of Social Philosophy 43 (3):347-362.
    The inclusion of more women’s works on introductory syllabi in philosophy has been suggested as one possible strategy to increase the proportion of philosophers that are female. Objections to this strategy often reflect the assumption that attention to the identity of authors is irrelevant to philosophy and detrimental to other pedagogical goals such as fairly and accurately representing the canon, and offering selections on the basis of their philosophical quality rather than the identities of their authors. I suggest the extent (...)
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  46. Caring Teachers and Symbolic Violence: Engaging the Productive Struggle in Practice and Research.Brigitte C. Scott - 2012 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 48 (6):530-549.
    Symbolic violence may not be a desirable theory to apply to public schooling?its structuralist limitations render it deterministic, lacking in human agency, and unpalatable to researchers and educators who see schools as viable and productive sites of social transformation. Perhaps for these reasons, it seems little has been written about symbolic violence in schools, and what has been written tends to focus primarily on the symbolic, institutionalized violence imparted by schools and teachers upon students. In this article, I offer a (...)
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  47. Learning to Trust Our Students.Barbara J. Thayer-Bacon - 2012 - Ethics and Education 7 (2):149-161.
    Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students as equals through her experience as a Montessori teacher, and so she brings (...)
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  48. The Politics of Feminism and the Feminism of Politics: Reflections on a Roundtable Hosted by the Higher Institute of Philosophy at the Catholic University of Leuven, Belgium.Anya R. Topolski - 2012 - Hypatia 27 (1):231-236.
  49. "Philosophy of Education," by Nel Noddings. [REVIEW]Charles C. Verharen - 2012 - Teaching Philosophy 35 (2):238-241.
  50. Learning to Leave Liberalism…and Live with Complicity, Conundrum and Moral Chagrin.Dwight Boyd - 2011 - 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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