Key Concepts in Feminist Theory and ResearchSAGE, 12/09/2002 - 222 páginas This original and engaging text explores the core concepts in feminist theory. This up-to-date text addresses the implications of postmodernism and post-structuralism for feminist theorizing. It identifies the challenges of this through the development of ′conceptual literacy′. Introducing conceptual literacy as a pedagogic task, this text facilitates students′ understanding of, for example: - The range and lack of fixity of conceptualizations and meanings of key terms; - The significance of theoretical framework for conceptualization of key terms; - The changing nature of language and the reframing of key terms in research (eg the recent shift from equality to social justice); The text explores these issues through six key concepts in feminist theorizing: equality; difference; choice; care; time; and experience. Each chapter considers the varied ways in which these terms have been conceptualised and the feminist debates about these concepts. Each chapter includes case studies to illustrate the application of these concepts in feminist empirical research, and provides a guide to further reading. This text will be an invaluable tool for students taking courses in feminist theory and research methods, and students across the social sciences who are taking courses concerned with issues of gender. |
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... Grosz's (1995) analysis of the body and Kristeva's (1986) conceptualization of feminist politics that both incorporate issues of time, space and identity. Arising from feminist consciousness-raising and summarized within the phrase `The ...
... (Grosz, 1990a). The first two of these are the reversal and displacement of the hierarchy. In terms of reversal we might, for example, seek to reclaim the terms Queer or Black for more positive interpretations of their meaning. However ...
... Grosz, 1990b). The second model Plumwood calls `the feminism of uncritical reversal'. This is where feminists are seeking to give a higher value to the female side of the female/male binary. This model is mainly associated with the ...
... (Grosz, 1990b). And so, to fit this model of `sameness' one has to deny difference. When we turn to the programmatic elements of equal treatment, further problems arise. For example, does equal treatment mean identical treatment? Does it ...
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Índice
1 | |
11 | |
33 | |
Chapter 3 Difference | 57 |
Chapter 4 Choice | 83 |
Chapter 5 Care | 106 |
Chapter 6 Time | 130 |
Chapter 7 Experience | 151 |
Chapter 8 Developing Conceptual Literacy | 174 |
References | 197 |
Index | 215 |