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Gender, the Postmodern Paradigm Shift, and Pedagogical Anthropology
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0008-0328-1971
2019 (English)In: Gender in Learning and Teaching: Feminist Dialogues Across International Boundaries / [ed] Carol A. Taylor, Chantal Amade-Escot, Andrea Abbas, Abingdon, Oxon: Routledge, 2019, p. 54-67Chapter in book (Refereed)
Abstract [en]

Schools are supposed to impart social values to the younger generation. Thus, it is important that any evaluation of an educational agenda should include sounding out its explicit and implicit ethical underpinnings. This agenda is addressed in this article as an integral part of pedagogical professionality; and gender is one aspect of this fathoming because the current levels of gender inequality are an ethical issue. This chapter discusses the differences it makes to improving gender inequality, if researchers and educators consider gender and pedagogy through the lens of the body-phenomenological approach, which is launched within ‘material feminism’, coined by Stacy Alaimo & Susan Hekman (2008, 3). The educational perspective adopted is that of Pedagogical Anthropology, which has distanced itself from any claim to universality. It refers back to the Enlightenment through an epistemological and social discussion in which it establishes the concept of pedagogical knowledge. This contesting the dominant values that have become contemporaneously associated with researching and evaluating pedagogy in education, instead it focuses knowledge as contextualized and dependent on perspectives and methods; and as a process through which one’s own understandings get related to those of others (Wulf 2003, 143f.).

Place, publisher, year, edition, pages
Abingdon, Oxon: Routledge, 2019. p. 54-67
Series
Routledge research in educational equality and diversity
Keywords [en]
Pedagogical anthropology, tacit knowing, material feminism, corporeality, partial perspective
National Category
Educational Sciences
Research subject
Educational Science
Identifiers
URN: urn:nbn:se:su:diva-171530ISBN: 9781138479159 (print)ISBN: 9781351066464 (electronic)OAI: oai:DiVA.org:su-171530DiVA, id: diva2:1342610
Projects
Tacit Dimensions of PedagogyAvailable from: 2019-08-14 Created: 2019-08-14 Last updated: 2019-08-14Bibliographically approved

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CiteExportLink to record
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  • apa
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