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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... concern. Students feel muddled and confused as they search for the correct meaning of a particular term or try to ... concerns about multiple and changing meanings. This is an issue that has been noted by researchers for a considerable ...
... concerned that researchers used the same meanings for the same terms. In this their aim was to improve the validity of comparative research. Nonetheless, in line with much thinking in the postmodern, they also recognized the ...
... concerned to develop an understanding of the effect of epistemic games that surround conceptual contestation in ... concerns may proceed. My point of divergence with Burgess is his starting point that there might be some common ground in ...
... concern that the text is perceived to open up, rather than close down, understanding is not simply due to a commitment ... concerned with the acquisition of expertise as the only credible prize. Such myths focus us on the end points of ...
... concerned with practice. My response is usually to say that theory simply means explanation and how are we to ... concerns. Whenever I hear a student say that they are not interested in theory, I understand this as reflecting on the ...
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 |