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After the success of the hardback, students and academics will welcome the publication of this book in paperback. The aim of the book is to explore the connection between two perspectives that have had a profound effect upon contemporary thought: post-modernism and feminism. Through bringing together and systematically analysing the relations between these, Hekman is able to make a major intervention into current debates in social theory and philosophy. The critique of Enlightenment knowledge, she argues, is at the core of both post-modernism and feminism. Each also offers a basis for critical reflections about the other. In particular, post-modern philosophy provides a means of criticizing aspects of contemporary feminism and thus contributing to the development of a more sophisticated approach to current feminist issues.
The essays in this interdisciplinary collection share the conviction that modern western paradigms of knowledge and reality are gender-biased. Some contributors challenge and revise western conceptions of the body as the domain of the biological and 'natural, ' the enemy of reason, typically associated with women.
"Gender at the Crossroads of Knowledge offers us much more than a sampling of current work in feminist anthropology. . . . Taken together, the chapters ought to convince readers that feminist anthropology is a force to be reckoned with in the reshaping of our intellectual life. It presents a challenge to the familiar conceptual categories out of which not only our theories but also our everyday experience are built. . . . Feminist anthropology has a very important analytical position in gender studies generally. . . . This volume will do a good job of presenting anthropological contributions to non-anthropological audiences."—Rena Lederman, Princeton University
This fresh collection of essays examines the continued significance of gender as a marker of inequality in the lives of women across diverse contexts in Irish society. It is a cliche to say that we live in a knowledge society, but exactly whose knowledge sets the economic, political, social, and cultural parameters in any given society?Contributors tackle this question by taking the reader on a gender knowledge journey through the contemporary workplace, the state and civil society and into the education and wider cultural domains. The essays demonstrate the persistence of power differentials, the resilience of gender stereotypes and the ongoing reproduction of specific kinds of gender exclusions. Ideas about gender (often outdated and ill conceived) continue to maintain existing power imbalances in tech work, finance, education, and media. Those ideas also frame public policy debates about sex work, homelessness, women's activism and reproductive rights. Finally, a gender knowledge perspective reveals the downstream impact of gender and others forms of difference and inequality in relation to the teaching profession, game culture, book reviewing and access to archival materials on historical abuse. Producing Knowledge, Reproducing Gender: power, production and practice in Ireland will appeal to those interested in gender studies, political sociology and the sociology of knowledge.
Knowledge-for-development is under-theorised and under-researched within development studies, but as a set of policy objectives it is thriving within development practice. Donors and other agencies are striving to improve the flow of information within and between decision-makers and so-called ‘poor and marginalized groups’ in order to promote economic and social development, including the empowerment of women. Gender, Power and Knowledge for Development questions the assumptions and practice of the knowledge-for-development industry. Using a qualitative, multi-site ethnographical study of a Northern-based gender information service and its ‘beneficiaries’ in India, the book queries the utility of the knowledge paradigm itself and the underlying assumption that a knowledge deficit exists in the Global South. It questions the value of practices designed to address this presumed deficit that seek to increase information without addressing the specific problems of the knowledge systems being targeted for support. After reviewing the evidence, the book recommends that international organisations, governments and practitioners move away from the belief that information intermediaries can employ progressive correctives to ‘tinker at the edges’ and thus resolve the shortcomings of on-going attempts to use knowledge alone as a driver of development. Gender, Power and Knowledge for Development will be of great interest to researchers, students in development studies, gender studies, and communication studies as well as INGOs, donor agencies and groups engaged in information for development (i4D), ICT for development (ICT4D), Tech4Dev, knowledge mobilization and knowledge-for-development (K4D).
In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the `experiential learner’. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives? Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of `experiential learning’ have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices: Part I provides readers with a short history of the notion of experiential learning. Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning. Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials. Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives. Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field.
Behind the Iron Curtain, the politics of sexuality and gender were, in many ways, more progressive than the West. While Polish citizens undoubtedly suffered under the oppressive totalitarianism of socialism, abortion was legal, clear laws protected victims of rape, and it was relatively easy to legally change one's gender. In Gender, Pleasure, and Violence, Agnieszka Kościańska reveals that sexologists—experts such as physicians, therapists, and educators—not only treated patients but also held sex education classes at school, published regular columns in the press, and authored highly popular sex manuals that sold millions of copies. Yet strict gender roles within the home meant that true equality was never fully within reach. Drawing on interviews, participant observation, and archival work, Kościańska shares how professions like sexologists defined the notions of sexual pleasure and sexual violence under these sweeping cultural changes. By tracing the study of sexual human behavior as it was developed and professionalized in Poland since the 1960s, Gender, Pleasure, and Violence explores how the collapse of socialism brought both restrictions in gender rights and new opportunities.
In theory, the EU’s ‘Gender Mainstreaming’ policy should mark it out as a trail-blazer in gender equality, but gender equality activists in Europe confront a knotty problem; most civil servants and policy makers can’t understand how to ‘mainstream’ gender. Making Gender Equality Happen argues that we should take this problem seriously. In this book Cavaghan uncovers the social processes that make gender appear irrelevant to so many policy makers using a new method, gender knowledge contestation analysis. Building on this new perspective Cavaghan identifies: barriers to effective gender mainstreaming; mechanisms of resistance to gender mainstreaming; and the steps towards positive change, which gender mainstreaming can yield, even when results stop short of ‘transformation’. These findings present fresh perspectives for policy makers and activists aiming to make gender equality happen. Cavaghan’s new method also opens fresh avenues in feminist EU studies, which are particularly relevant in the wake of the financial crisis, as the EU seems to be stepping away from its commitments to gender equality.
The Food and Agriculture Organization of the United Nations (FAO) produced a 2011 report on women in agriculture with a clear and urgent message: agriculture underperforms because half of all farmers—women—lack equal access to the resources and opportunities they need to be more productive. This book builds on the report’s conclusions by providing, for a non-specialist audience, a compendium of what we know now about gender gaps in agriculture.
'Space Gender Knowledge' is an innovative and comprehensive introduction to the geographies of gender and the gendered nature of spatial relations. It examines the major issues raised by women's movements and academic feminism, and outlines the main shifts in feminist geographical work, from the geography of women to the impact of post-structuralism. In making their selection, the editors have drawn on a wide range of interdisciplinary material, ranging across spatial scales from the body to the globe. The book presents influential arguments for the importance of the intersection between space and gender. Looking both at geography and beyond the discipline, it explores the gendered construction of space and the spatial construction of gender. Divided into a number of conceptual sections, each prefaced by an editorial introduction, this reader includes extracts from both landmark texts and less well-known works, making it an indispensable introduction to this dynamic field of study.