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Frankfurt School Critical Theory describes itself as an unmasking critique of power. However, it has surprisingly little to say about major structural oppressions, including gender. A distinctive feature of critique is that, in diagnosing what is wrong with the world, it ought to be guided by the experiences of oppressed groups. Yet, in practice, it tends to pay little heed to these experiences. The Gender of Critical Theory shows how these oversights and tensions stem from the preoccupation with normative foundations that has dominated Frankfurt School theory since Habermas and has given rise to a mode of paradigm-led inquiry that undermines an effective critique of oppression. The assumption of paradigm-led inquiry that too strong a focus on lived experience has parochializing effects on theory stands in tension with its other tenet that emancipatory critique ought to be primarily concerned with the situation of oppressed groups. To alleviate this tension, this book offers a reconfigured account of context-transcendence as the critical insight afforded not by a monist interpretative paradigm but by reasoning dialogically across experiential and theoretical perspectives. By bringing feminist work on gender to bear on Frankfurt School critical theory, it argues that, far from stymying emancipatory critique, attentiveness to the experiences of oppressed groups is one of its enabling conditions. Lived experience can reveal dimensions to oppression that are not necessarily visible from the external vantage point of the theorist. The ways in which vulnerable groups respond to their circumstances may also make an invaluable contribution to the development of models of transformative social practice. Combining feminist ideas with inherent but underutilised resources in the Frankfurt School tradition, this book proposes the idea of critique as theorising from experience.
Includes bibliographical references (pages 265-287) and index.
About various theories of gender, sexuality, feminism and masculinity including queer theory, transgender theorizing, modernist liberationism and social constructionism.
Here is a comprehensive collection of the most important essays on gender in the last two decades. It presents lively, controversial and critical discussions concerning such themes as the social constitution of gender; the nature of sexual oppression; the relation of gender to family, class, race and culture; and feminist perspectives on science and philosophy. It also includes leading essays on questions of ethics and difference in the law, such as privacy, pornography and reproductive rights. It is an indispensable text for courses in feminist philosophy and theories of gender, as well as an important resource for scholars in philosophy and the social sciences.
Frankfurt School Critical Theory describes itself as an unmasking critique of power. However, it has surprisingly little to say about major structural oppressions, including gender. A distinctive feature of critique is that, in diagnosing what is wrong with the world, it ought to be guided by the experiences of oppressed groups. Yet, in practice, it tends to pay little heed to these experiences. The Gender of Critical Theory shows how these oversights and tensions stem from the preoccupation with normative foundations that has dominated Frankfurt School theory since Habermas and has given rise to a mode of paradigm-led inquiry that undermines an effective critique of oppression. The assumption of paradigm-led inquiry that too strong a focus on lived experience has parochializing effects on theory stands in tension with its other tenet that emancipatory critique ought to be primarily concerned with the situation of oppressed groups. To alleviate this tension, this book offers a reconfigured account of context-transcendence as the critical insight afforded not by a monist interpretative paradigm but by reasoning dialogically across experiential and theoretical perspectives. By bringing feminist work on gender to bear on Frankfurt School critical theory, it argues that, far from stymying emancipatory critique, attentiveness to the experiences of oppressed groups is one of its enabling conditions. Lived experience can reveal dimensions to oppression that are not necessarily visible from the external vantage point of the theorist. The ways in which vulnerable groups respond to their circumstances may also make an invaluable contribution to the development of models of transformative social practice. Combining feminist ideas with inherent but underutilised resources in the Frankfurt School tradition, this book proposes the idea of critique as theorising from experience.
In assessing the current state of feminism and gender studies, whether on a theoretical or a practical level, it has become increasingly challenging to avoid the conclusion that these fields are in a state of disarray. Indeed, feminist and gender studies discussions are beset with persistent splits and disagreements. This reader suggests that returning to, and placing centre-stage, the role of philosophy, especially critical realist philosophy of science, is invaluable for efforts that seek to overcome or mitigate the uncertainty and acrimony that have resulted from this situation. In particular, it claims that the dialectical logic that runs through critical realist philosophy is ideally suited to advancing feminist and gender studies discussions about broad ontological and epistemological questions and considerations, intersectionality, and methodology, methods, and empirical research. By bringing together four new and eight existing writings this reader provides both a focal point for renewed discussions about the potential and actual contributions of critical realist philosophy to feminism and gender studies and a timely contribution to these discussions.
Reproducing Gender charts the development of a theory of gender relations built up over the last twenty years. This theory has been highly influential in establishing the importance of the sociology of women's education for the study of society. It demonstrates the power of feminist educational theory and research, and its role in creating new political and academic agendas. This fascinating book explores gender relationships at all levels of schooling. It brings together political, social and cultural theories to understand continuity and change in gender and education. Madeleine Arnot, widely considered to be a pioneer in the field of gender and education, brings together for the first time in a single volume her most influential writings. This book is essential reading for students and academics in the areas of gender studies, women's studies, educational policy, sociology and history of education.
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In Intersectionality as Critical Social Theory Patricia Hill Collins offers a set of analytical tools for those wishing to develop intersectionality's capability to theorize social inequality in ways that would facilitate social change. While intersectionality helps shed light on contemporary social issues, Collins notes that it has yet to reach its full potential as a critical social theory. She contends that for intersectionality to fully realize its power, its practitioners must critically reflect on its assumptions, epistemologies, and methods. She places intersectionality in dialog with several theoretical traditions—from the Frankfurt school to black feminist thought—to sharpen its definition and foreground its singular critical purchase, thereby providing a capacious interrogation into intersectionality's potential to reshape the world.
BOOK OF THE YEAR in The Times, the Sunday Times and the Financial Times Have you heard that language is violence and that science is sexist? Or been told that being obese is healthy, that there is no such thing as biological sex, or that only white people can be racist? Are you confused by these ideas, and do you wonder how they have managed so quickly to challenge the very logic of Western society? Helen Pluckrose and James Lindsay document the evolution of the dogma behind these ideas, from its origins in French postmodernism to its refinement within activist academic fields. Today this dogma is recognisable as much by its effects, such as cancel culture and social-media pile-ons, as by its assertions, which are all too often taken as read: knowledge is a social construct; science and reason are tools of oppression; all human interactions are sites of oppressive power play; and language is dangerous. As they warn, the unchecked proliferation of these beliefs present a threat to liberal democracy. While acknowledging the need to challenge the complacency of those who think a just society has been fully achieved, Pluckrose and Lindsay break down how often-radical activist scholarship does far more harm than good, not least to those marginalised communities it claims to champion.