Promiscuous Feminist Methodologies In Education

The book marks the circulation of the term "promiscuous feminist methodology" and registers its salience for educational researchers who risk blundering feminist theories and methodologies in chaotic and unbridled ways. The sexism embedded in language is what makes the notion of promiscuous "feminists gone wild" tantalizing, though what the book puts forth is how the messy practice of inquiry transgresses any imposed boundaries or assumptions about what counts as research and feminism. What can researchers do when we realize that theories are not quite enough to respond to our material experiences with people, places, practices, and policies becoming data? As a collection, the book provides how various theories researchers put to work "get dirty" as they are contaminated and re-appropriated by other ways of thinking and doing through (con)texts of messy practices. In this way, gender cannot simply be gender and promiscuous feminist methodologies are always in-the-making and already ahead of what we think they are. This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.

The book marks the circulation of the term "promiscuous feminist methodology" and registers its salience for educational researchers who risk blundering feminist theories and methodologies in chaotic and unbridled ways. The sexism embedded in language is what makes the notion of promiscuous "feminists gone wild" tantalizing, though what the book puts forth is how the messy practice of inquiry transgresses any imposed boundaries or assumptions about what counts as research and feminism. What can researchers do when we realize that theories are not quite enough to respond to our material experiences with people, places, practices, and policies becoming data? As a collection, the book provides how various theories researchers put to work "get dirty" as they are contaminated and re-appropriated by other ways of thinking and doing through (con)texts of messy practices. In this way, gender cannot simply be gender and promiscuous feminist methodologies are always in-the-making and already ahead of what we think they are. This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.

The book marks the circulation of the term "promiscuous feminist methodology" and registers its salience for educational researchers who risk blundering feminist theories and methodologies in chaotic and unbridled ways. The sexism embedded in language is what makes the notion of promiscuous "feminists gone wild" tantalizing, though what the book puts forth is how the messy practice of inquiry transgresses any imposed boundaries or assumptions about what counts as research and feminism. What can researchers do when we realize that theories are not quite enough to respond to our material experiences with people, places, practices, and policies becoming data? As a collection, the book provides how various theories researchers put to work "get dirty" as they are contaminated and re-appropriated by other ways of thinking and doing through (con)texts of messy practices. In this way, gender cannot simply be gender and promiscuous feminist methodologies are always in-the-making and already ahead of what we think they are. This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.

This bibliography contains annotations of 69 articles that were chosen from a range of education journals between the years of 1990-1993. Popular education and feminist methodologies are the reference points. The bibliography contains resources that explore the intersections of gender, race, class, and culture and resources that link women and popular education and that examine key concepts such as power, empowerment, resistance, difference, and dialogue. All these areas are inherent in the educational encounter and critical in informing popular education and feminist methodologies. Articles have been drawn from over 30 education journals and 12 other journals that had a development or women's focus. Each entry follows this format: author(s), title, source, date, and annotation. A list is attached of 21 books that relate directly or indirectly to feminist pedagogy. (YLB)

This textbook presents an integrative approach to thinking about research methods for social justice. In today's education landscape, there is a growing interest in scholar-activism and ways of doing research that advances educational equity. This text provides a foundational overview of important theoretical and philosophical issues specific to this kind of work in Section I. In Section II, readers engage with various ways of thinking about, collecting, and analyzing data, including qualitative, quantitative, and mixed methods approaches. Finally, in Section III, through case studies and research narratives, readers will learn about real scholars and their work. This book takes a wide-ranging approach to ways that various modalities and practices of research can contribute to an equity mission.

In Decolonial Feminist Research: Haunting, Rememory and Mothers, Jeong-eun Rhee embarks on a deeply personal inquiry that is demanded by her dead mother’s haunting rememory and pursues what has become her work/life question: What methodologies are available to notice and study a reality that exceeds and defies modern scientific ontology and intelligibility? Rhee is a Korean migrant American educational qualitative researcher, who learns anew how to notice, feel, research, and write her mother’s rememory across time, geography, languages, and ways of knowing and being. She draws on Toni Morrison's concept of "rememory" and Theresa Hak Kyung Cha's "fragmented-multi self." Using various genres such as poems, dialogues, fictions, and theories, Rhee documents a multi-layered process of conceptualizing, researching, and writing her (m/others’) transnational rememory as a collective knowledge project of intergenerational decolonial feminists of color. In doing so, the book addresses the following questions: How can researchers write in the name and practice of research what can never be known or narrated with logic and reason? What methodologies can be used to work through and with both personal and collective losses, wounds, and connections that have become y/our questions? Rhee shows how to feel connectivity and fragmentation as/of self not as binary but as constitutive through rememory and invites readers to explore possibilities of decolonial feminist research as an affective bridge to imagine, rememory, and engender healing knowledge. Embodied onto-epistemologies of women of color haunt and thus demand researchers to contest and cross the boundary of questions, topics, methodologies, and academic disciplinary knowledge that are counted as relevant, appropriate, and legitimate within a dominant western science regime. This book is for qualitative researchers and feminism scholars who are pursuing these kinds of boundary-crossing "personal" inquiries.

The articles in this book engage with practical issues relating to teaching and research. The way in which gender and education is theorized is currently in a period of profound change, and this presents a major challenge to feminist teachers who want to translate explanations for gender relations into transformative action in the classroom. Several of the authors in this collection consider the possibilities and practicalities of transformative feminist pedagogies, identifying the "pedagogic moments" into which challenge and change can be introduced, without distorting or denying the students' experience. Another section contains articles which present the results of classroom research, dealing with issues of class, gender, "race" and sexuality. We can see from the results of these recent studies that class, "race" and gender continue to position students differently throughout the whole school and the entire curriculum. Research on teacher education reported here indicates that gender differences are produced and reproduced in that context. A final section of the book deals with the ongoing and lively debate on feminist methodology and epistemology, indicating the variety of approaches and positions that are being taken up in this area.

The ways in which knowledge relates to power have been much discussed in radical education theory. New emphasis on the role of gender and the growing debate about subjectivity have deepened the discussion, while making it more complex. In Getting Smart, Patti Lather makes use of her unique integration of feminism and postmodernism into critical education theory to address some of the most vital questions facing education researchers and teachers.

This is a comprehensive, interdisciplinary survey of the education of girls and women in the United States from the Colonial period to the present. After identifying historical themes in the education of women, beginning in Greece and Rome, and later in medieval and Enlightenment Europe, this source book discusses the education of women in Colonial and Revolutionary times. The book concludes with material on transforming school and college curricula, on feminist pedagogy, and on research opportunities for the future. Each chapter is followed by an annotated bibliography of English-language books and articles. Indexes are provided.