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Chapter 4. Feminism, Philosophy, and Education: Imagining Public Spaces

Maxine Greene and Morwenna Griffiths

Subject Philosophy

Key-Topics education, feminism

DOI: 10.1111/b.9780631221197.2002.00007.x


We begin by explaining ourselves, if we can. This chapter is not “philosophy-asusual,” as ordinarily conceived. Perhaps it would be strange if it were, since, as we mean to show, feminism is precisely a way of rethinking the “usual.” We need to explain ourselves, however, because our individual voices, perspectives, positions, locations, and social relationships – our situations – are irreducibly part of the ways we do feminist philosophy of education. We are fully aware that there is no one “feminism”; there are multiple points of view described as “feminist.” Feminist theories, or clusters of theories, are not united by some overarching principle of “essence,” still less by any single set of beliefs, but rather by the way they generate or infuse actions in the world. As someone in pursuit of a project, each individual actor originates her own undertakings, launches her own beginnings, and articulates her own perceptions, ideas, and purposes. Striving to actualize the givenness of her being as a woman, to “make articulate and call into full existence what otherwise they would have to suffer passively anyhow” (Arendt, 1958, p. 208), each of us feel ourselves to be not only women but distinctive beings, whose uniqueness must be taken into account by any theory that is made or story that is told. The form of the chapter reflects this. Much of it is in dialogue; and the whole arose ... log in or subscribe to read full text

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