Feminist Critique of Developmentalism: What's in It for Teachers?

Autor/in	Spatig, Linda
Titel	Feminist Critique of Developmentalism: What's in It for Teachers?
Quelle	In: Theory and Research in Education, 3 (2005) 3, S.299-326 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/1477878505057431
Schlagwörter	Feminism; Psychologists; Educational Practices; Teacher Student Relationship; Criticism; Educational Change; Educational Principles; Educational Philosophy; Individual Development; Developmental Psychology; Teacher Education; Gender Bias; Females; Educational Theories; Teacher Education Curriculum; Gender Differences; Instruction; Classroom Techniques; Teaching Methods + Suchen Sie Ihr Suchwort? Feminismus; Psychologist; Psychologe; Psychologin; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Kritik; Bildungsreform; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Individuelle Entwicklung; Entwicklungspsychologie; Lehrerausbildung; Lehrerbildung; Geschlechterstereotyp; Weibliches Geschlecht; Educational theory; Theory of education; Bildungstheorie; Geschlechterkonflikt; Teaching process; Unterrichtsprozess; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Drawing on published feminist literature, this essay deconstructs developmentalism as a metanarrative that contributes to the oppression and exploitation of women and underpins educational practice. First, I examine feminist critiques of developmentalism, distinguishing between "insider critiques" formulated by feminist psychologists evaluating and trying to improve traditional theories of human development and "outsider critiques" articulated by feminists, both within and outside psychology, challenging science itself. Second, I address educational implications of the insider and outsider critiques of developmentalism. Educational reforms spawned by insider feminist critiques consist largely of efforts to make curriculum and pedagogy more "girl-friendly". Reforms aligned with outsider feminist critiques call for "critique-friendly" schooling that provides opportunities for reconceptualizing gender dualisms, critiquing school practices that strengthen dualisms and ongoing critique of educational reforms initiated in the name of such critiques. Following the outside critiques, I argue for feminist learning communities with authentic relationships between teachers and students whose diverse and changing identities and ideas are respectfully and compassionately acknowledged. (Contains 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10