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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... fact, a desire for absolute knowing that is a mark of scientific enquiry. Thus, when, for example, I come across a new term or theory my response is very similar to those of my students. I want to know what it `really' means INTRODUCTION 3.
... example, liberal, cultural, materialist, postmodern, poststructural and postcolonial feminism. In addition, and somehow, theory is often viewed as detached from empirical research. One either `does' theory or one `does' research ...
... example, within sociological frameworks of care giving and care receiving, care has mainly been imbued with negative meanings. Within some philosophical and psychological writings, and particularly those of care ethicists, care takes on ...
... example, I discuss issues of authenticity and the role of time in creating a sense of the continuous self. Finally, I turn to issues of time±space relationships. Here I particularly focus on Grosz's (1995) analysis of the body and ...
... example of what would be defined as conceptual contestation. By this I mean two things. First, that in the everyday the meanings of particular terms are varied. Second, that in certain circumstances different protagonists will ...
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 |