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ERIC Number: EJ794939
Record Type: Journal
Publication Date: 2005
Pages: 28
Abstractor: Author
Reference Count: 100
ISSN: ISSN-1477-8785
Feminist Critique of Developmentalism: What's in It for Teachers?
Spatig, Linda
Theory and Research in Education, v3 n3 p299-326 2005
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.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A