Gender Anarchy as Social Justice: An Analytic Reconstruction of the Idea of Epistemic Equality in Jane Roland Martin's "Reclaiming a Conversation"

Autor/in	Seals, Greg
Titel	Gender Anarchy as Social Justice: An Analytic Reconstruction of the Idea of Epistemic Equality in Jane Roland Martin's "Reclaiming a Conversation"
Quelle	In: Philosophical Studies in Education, 37 (2006), S.75-86 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Stellungnahme; Gender Bias; Gender Discrimination; Social Justice; Epistemology; Didacticism; Reader Response; Review (Reexamination); Criticism; Womens Education; Feminism; Definitions; Concept Formation; Social Control; Gender Differences; Performance Factors; Equal Education; Social Values; Foundations of Education + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Soziale Gerechtigkeit; Erkenntnistheorie; Didaktisierung; Leserbrief; Wiederholungsprüfung; Kritik; 'Women''s education'; Frauenbildung; Feminismus; Begriffsbestimmung; Concept learning; Begriffsbildung; Soziale Kontrolle; Geschlechterkonflikt; Leistungsindikator; Sozialer Wert; Grundlagenausbildung
Abstract	Jane Roland Martin's later work, especially as represented in "The Schoolhome: Rethinking Schools for Changing Families," has been attacked as vague, essentialistic, and a formula for the (re)feminization of education. This paper does not attempt to defend Martin against these criticisms because such a defense seems impossible for reasons discussed. Rather, this essay's intent is to present an interpretation of Martin's early work, especially as represented in "Reclaiming a Conversation: The Ideal of the Educated Woman," that provides an understanding of her theoretical point of view that preempts criticisms of vagueness, essentialism, and (re)feminization. The new interpretation seeks to state a definition of Martin's central but largely unexplicated concept of epistemic equality. Epistemic equality is defined via analytic reconstruction as gender anarchy in terms of a set of conditions, individually necessary and collectively sufficient, describing an ideal set of rules--a constitution as it were--of gender politics. (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01