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

337 found
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1 — 50 / 337
  1. An Introduction to Sociology: Feminist Perspectives.Pamela Abbott - 2005 - 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 (...)
  2. 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.
  3. Caring and Agency: Noddings on Happiness in Education.Hanan Alexander - 2013 - Educational Philosophy and Theory 45 (5):488-493.
  4. The Politics of Gender and Education Critical Perspectives.S. Ali, S. Benjamin & M. Mauthner - 2004
  5. Feminist Narratives and Social/Political Change.Amy Allen - 2000 - Philosophy and Social Criticism 26 (4):127-132.
  6. A Feminist Interpretation of Vulnerability.Nancy J. Annaromao - 1996 - 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.
  7. Feminism(s) Meets Capitalism.Anatole Anton - 2012 - Radical Philosophy Review 15 (2):383-387.
  8. Foucault and Feminism.Aurelia Armstrong - 2003 - Internet Encyclopedia of Philosophy.
  9. Feminism and Social Justice in Education International Perspectives.Madeleine Arnot & Kathleen Weiler - 1993
  10. Feminist Politics and Feminist Pluralism: Can We Do Feminist Political Theory Without Theories of Gender?Amy R. Baehr - 2004 - Journal of Political Philosophy 12 (4):411–436.
  11. Feminismo y Educaci'on En M'alaga El Pensamiento de Suceso Luengo de la Figuera.Rosa M. Badillo Baena - 1992
  12. Feminism and the Social Construction of Scientific Knowledge.Karen Barad - 1996 - In Lynn Hankinson Nelson & Jack Nelson (eds.), Feminism, Science, and the Philosophy of Science. pp. 161--94.
  13. What Feminist Inquiry Contributes to Philosophy and the Philosophy of Education: A Symposium.Gayle M. Turner Barbara J. Thayer‐Bacon - 2007 - Educational Theory 57 (3):297-306.
    What is the philosophical status of the philosophy of education? Is it philosophy, no different from the philosophy of science and the philosophy of mind? Much depends on where these latter derive their philosophical bona fides from. There are two ways of viewing the matter. On one account, they are subdivisions of the veritable philosophy branches of metaphysics and epistemology. It being impossible to view philosophy of education as comparably emanating from any of the philosophical originals, this approach effectively deprives (...)
  14. Gut Instinct: The Body and Learning.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 (...)
  15. 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.
  16. The Second Feminism.Nancy Bauer - 2007 - Symposia on Gender, Race, and Philosophy.
  17. 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.
  18. Feminism and the a-Word: Power and Community in the University.Paul Benson - 2007 - Hypatia 22 (4):223-229.
  19. Feminism and the A-Word: Power and Community in the University.Paul Benson - 2007 - Hypatia 22 (4):223-229.
  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 (...)
  21. Caring for the Ethical Ideal: Nel Noddings on Moral Education.Roger Bergman * - 2004 - 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 (...)
  22. 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.
  23. Debates and Issues in Feminist Research and Pedagogy a Reader.Maud Blair, Janet Holland & Sue Sheldon - 1995
  24. Identity and Diversity Gender and the Experience of Education : A Reader.Maud Blair, Janet Holland & Sue Sheldon - 1995
  25. Feeling Power: Emotions and Education.Megan Boler - 2002 - Hypatia 17 (1):205-209.
  26. Het Geslacht van de Wetenschap Vrouwen En Hoger Onderwijs in Nederland 1878-1948.Mineke Bosch - 1994
  27. 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 (...)
  28. Impressionism a Feminist Reading : The Gendering of Art, Science, and Nature in the Nineteenth Century.Norma Broude - 1997
  29. 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 (...)
  30. Adriana Hernández, Pedagogy, Democracy, and Feminism: Rethinking the Public Sphere.Rosa Bruno-Jofré - 1998 - Studies in Philosophy and Education 17 (2):207-210.
  31. Epistemological and Methodological Concerns of Feminist Social Scientists.J. Buber Agassi - 1995 - Boston Studies in the Philosophy of Science 162:153-153.
  32. Examining the Cognitive Processes Used by Adolescent Girls and Women Scientists in Identifying Science Role Models: A Feminist Approach.Gayle A. Buck, Vicki L. Plano Clark, Diandra Leslie‐Pelecky, Yun Lu & Particia Cerda‐Lizarraga - 2008 - Science Education 92 (4):688-707.
  33. Classic and Contemporary Readings in the Philosophy of Education.Steven M. Cahn - 2012 - 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 (...)
  34. Making Feminist History the Literary Scholarship of Sandra M. Gilbert and Susan Gubar.William E. Cain - 1994
  35. Dialogue on Feminism and Academic Change.William Cain & Ellen Messer-Davidow - 1990 - Social Epistemology 4 (1):41 – 55.
  36. 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.
  37. Do We Need a Normative Account of the Decision to Parent?Leslie Cannold - 2003 - 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 (...)
  38. Feminism and Pragmatism: Change Toward a More Inclusive Philosophy of Higher Education.Patricia A. Carey - 2011 - Dissertation, Proquest
  39. Feminism as a Radical Ethics? Questions for Feminist Researchers in the Humanities.Marie Carrière - 2006 - 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 (...)
  40. Cultural Production of a Decolonial Imaginary for a Young Chicana: Lessons From Mexican Immigrant Working-Class Woman's Culture.Rosario Carrillo, Melissa Moreno & Jill Zintsmaster - 2010 - Educational Studies: Journal of the American Educational Studies Association 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 (...)
  41. Judith Butler's Precarious Politics: Critical Encounters.Terrell Carver & Samuel Allen Chambers (eds.) - 2008 - 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 (...)
  42. 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.
  43. 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.
  44. 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 (...)
  45. Care, Autonomy, and Justice: Feminism and the Ethic of Care.Grace Clement - 1996 - 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 (...)
  46. Women's Education.Maggie Coats - 1994
  47. Ecological Thinking: The Politics of Epistemic Location.Lorraine Code - 2006 - 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 (...)
  48. Feminism and the Classroom Teacher Research, Praxis, and Pedagogy.Amanda Coffey & Sara Delamont - 2000
  49. The Reproduction of Philosophical Bodies in Education with Language.David Robert Cole - 2010 - 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) (...)
  50. Sexual Harassment.Claire P. Curtis - 2003 - Teaching Philosophy 26 (1):111-114.
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