About this topic
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.
Related categories

334 found
Order:
1 — 50 / 334
  1. 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 (...)
  2. added 2018-02-17
    The Blackwell Guide to Feminist Philosophy.Eva Feder Kittay, Martí & Linda N. Alcoff (eds.) - 2006 - Wiley-Blackwell.
  3. 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 (...)
  4. added 2017-02-11
    Education for Women.L. D. Derksen - unknown
  5. added 2017-02-11
    Humanitas and the Education of Roman Women.Rosa Francia Somalo - 2005 - New Women of Spain 4:371.
  6. 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 (...)
  7. added 2017-02-08
    Feminist Pedagogy and the Classics.Laura McClure - 2000 - Classical World: A Quarterly Journal on Antiquity 94 (1).
  8. added 2017-02-08
    Death Education: An Outline and Some Critical Observations.W. Warren - 1981 - British Journal of Educational Studies 29 (1):29 - 41.
  9. 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.
  10. 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.
  11. 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
  12. added 2017-01-29
    Men Engaging Feminisms Pro-Feminism, Backlashes and Schooling.Bob Lingard & Peter Douglas - 1999
  13. added 2017-01-29
    Education, Power, and Personal Biography Dialogues with Critical Educators.Carlos Alberto Torres - 1998
  14. 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
  15. added 2017-01-29
    Identity and Diversity Gender and the Experience of Education : A Reader.Maud Blair, Janet Holland & Sue Sheldon - 1995
  16. added 2017-01-29
    Power and Method Political Activism and Educational Research.Andrew David Gitlin - 1994
  17. added 2017-01-29
    Women's Education.Maggie Coats - 1994
  18. added 2017-01-29
    Feminisms and Critical Pedagogy.Carmen Luke & Jennifer Gore - 1992
  19. added 2017-01-29
    Vincent of Beauvais' "de Eruditione Filiorum Nobilium" the Education of Women.Rosemary Barton Tobin - 1984
  20. added 2017-01-29
    Plans of Education with Remarks on the Systems of Other Writers.Clara Reeve - 1974
  21. added 2017-01-28
    The Politics of Gender and Education Critical Perspectives.S. Ali, S. Benjamin & M. Mauthner - 2004
  22. added 2017-01-28
    Gender, Teaching, and Research in Higher Education Challenges for the 21st Century.Gillian Howie & Ashley Tauchert - 2001
  23. added 2017-01-28
    Het Geslacht van de Wetenschap Vrouwen En Hoger Onderwijs in Nederland 1878-1948.Mineke Bosch - 1994
  24. added 2017-01-28
    Changing the Subject Women in Higher Education.Sue Davies, Cathy Lubelska & Jocey Quinn - 1994
  25. added 2017-01-28
    Feminism and Social Justice in Education International Perspectives.Madeleine Arnot & Kathleen Weiler - 1993
  26. added 2017-01-28
    Education Progressive Ou, Etude du Cours de la Vie ; Precedee d'Une Notice Sur la Vie Et les Ecrits de L'Auteur. --.Albertine Adrienne Necker - 1868 - Garnier.
  27. added 2017-01-28
    Traite Sur l'Education des Deux Sexes.Joly de Saint Valier - 1783 - P. Elmsly.
  28. added 2017-01-26
    A Subtle Pedagogy: A Response to Megan Laverty.Sharon Todd - 2014 - Ethics and Education 9 (1):54-57.
  29. added 2017-01-24
    Cooperatively Structured Learning: Implications for Feminist Pedagogy.Nancy Schniedewind - 1985 - Journal of Thought 20 (3).
  30. added 2017-01-16
    Inclusive Pedagogy: Beyond Simple Content.Sheila Lintott & Lissa Skitolsky - 2016 - Hypatia 31 (2):447-459.
  31. added 2017-01-15
    Feminism and 'the Schooling Scandal'.Christine Skelton & Becky Francis - 2009 - Routledge.
    _Feminism and ‘The Schooling Scandal’_ brings together feminist contributions from two generations of educational researchers, evaluating and celebrating the field of gender and education. The focus throughout is on the years of compulsory schooling, examining key concepts in gender and education identified and developed by international thinkers in educational feminism. Topics covered include: social class, ethnicity and sexuality in relation to experiences in school; theories and methodologies for understanding gender; pedagogy and practice in education; and the direction of educational policy (...)
  32. added 2016-12-08
    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 (...)
  33. added 2016-12-08
    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, (...)
  34. added 2016-12-08
    Feminist Epistemology and Philosophy of Science: Power in Knowledge.Heidi Grasswick - 2011 - Springer.
  35. added 2016-12-08
    Lévinasian Ethics and Feminist Ethics of Care.Chloé Taylor - 2005 - Symposium: Canadian Journal of Continental Philosophy/Revue canadienne de philosophie continentale 9 (2):217-239.
  36. added 2016-12-08
    Clocks, Creation and Clarity: Insights on Ethics and Economics From a Feminist Perspective.Julie A. Nelson - 2004 - Ethical Theory and Moral Practice 7 (4):381-398.
    This essay discusses the origins, biases, and effects on contemporary discussions of economics and ethics of the unexamined use of the metaphor an economy is a machine. Both neoliberal economics and many critiques of capitalist systems take this metaphor as their starting point. The belief that economies run according to universal laws of motion, however, is shown to be based on a variety of rationalist thinking that – while widely held – is inadequate for explaining lived human experience. Feminist scholarship (...)
  37. added 2016-12-08
    The Logic of the Development of Feminism; or, Is MacKinnon to Feminism as Parmenides Is to Greek Philosophy?Susan E. Bernick - 1992 - 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.
  38. added 2016-12-08
    Feminism and the Canon.Pamela Hall - 1991 - Journal of Philosophy 88 (10):568-569.
  39. added 2016-08-15
    The Encounter Between Wonder and Generosity.Marguerite la Caze - 2002 - Hypatia 17 (3):1-19.
    In a reading of René Descartes's The Passions of the Soul, Luce Irigaray explores the possibility that wonder, first of all passions, can provide the basis for an ethics of sexual difference because it is prior to judgment, and thus nonhierarchical. For Descartes, the passion of generosity gives the key to ethics. I argue that wonder should be extended to other differences and should be combined with generosity to form the basis of an ethics.
  40. added 2016-06-13
    The Promise of Feminist Reflexivities: Developing Donna Haraway's Project for Feminist Science Studies.Kirsten Campbell - 2004 - Hypatia 19 (1):162-182.
    This paper explores models of reflexive feminist science studies through the work of Donna Haraway. The paper argues that Haraway provides an important account of science studies that is both feminist and constructivist. However, her concepts of "situated knowledges" and "diffraction" need further development to be adequate models of feminist science studies. To develop this constructivist and feminist project requires a collective research program that engages with feminist reflexivity as a practice.
  41. added 2016-06-01
    Making Feminist History the Literary Scholarship of Sandra M. Gilbert and Susan Gubar.William E. Cain - 1994
  42. added 2016-05-18
    Impressionism a Feminist Reading : The Gendering of Art, Science, and Nature in the Nineteenth Century.Norma Broude - 1997
  43. added 2016-04-14
    Feeling Power: Emotions and Education.Megan Boler - 2002 - Hypatia 17 (1):205-209.
  44. added 2016-04-05
    Women's Ways of Knowing: The Development of Self, Voice, and Mind.Mary Field Belenky, Blythe Mcvicker Clinchy, Nancy Rule Goldberger & Jill Mattuck Tarule - 1988 - Hypatia 3 (2):177-179.
  45. added 2015-12-07
    The Eternal and … Non-Eternal Woman – Review.Kiraly V. Istvan - 2013 - Philobiblon - Transilvanian Journal of Multidisciplinary Research in Humanities (2).
  46. added 2015-08-16
    Praxis and Pedagogy as Related to the Arts and Humanities.D. Mulcahy - 2010 - Arts and Humanities in Higher Education 9 (3):305-321.
    Based on a review of its historical evolution and the contributions of significant writers in the field, this article addresses perennial questions of purpose, content and pedagogy in education in the arts and humanities and, more broadly, liberal education. Taking cognizance of the educational significance of service-learning and practical knowledge, it calls for a revitalization of arts and humanities education by drawing on elements of feminist theory as expounded by Jane Roland Martin and the emphasis on praxis, service and pedagogy (...)
  47. added 2015-08-16
    Globalization and the Conceptual Effects of Boundaries Between Western Political Philosophy and Economic Theory: The Case of Publicly Supported Child Care for Working Mothers.Lynda Lange - 2009 - Social Philosophy Today 25:31-45.
    This paper analyzes the historical and cultural genealogy of the presumed separation between ethics and economic theory, taking publicly supported care for children of working mothers as a case that illuminates problems for thinking about gender justice that arise because of these disciplinary boundaries and the particular concept of “the human individual” that is implicit in them. Care for children of working mothers is an issue that has been important in the West since the inception of “second wave” feminism. However, (...)
  48. added 2015-08-16
    Nel Noddings' Theory of Ethics of Care and Its Problems.Hui-yu Yu - 2005 - Philosophy and Culture 32 (3):95-109.
    This article is by Noordin care to think about ethical point of view of feminist ethics, first discuss the background of the development of Notting care ethics: ethics of care discourse ethics, said the traditional mainstream of criticism; with the characteristics of feminist thinking, with its attention to the feelings, attitudes and relationships of ideas, different from the traditional emphasis on ethics, rationality, reasoning and principles of the moral arguments, followed by the description of the contents of care ethics, character (...)
  49. added 2015-08-16
    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 (...)
  50. added 2015-08-16
    Service Learning as Community: A Critique of Current Conceptualizations and a Charge to Chart a New Direction.Lori E. Varlotta - 1997 - Dissertation, Miami University
    This dissertation reconceptualizes the theories and practices of service-learning. This project is critically important for the following two reasons: service-learning itself is so under theorized that its current theories actually limit educators' conceptualizations of service-learning practices, and some of the practices most narrowly conceptualized are those that relate to the creation of educational communities. Because I believe that all academic endeavors have both a theoretical and communal component, I look at the on-going creation of communities and the on-going production of (...)
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