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What does the politics of the self mean for a politics of
liberation? Morwenna Griffiths argues that mainstream philosophy,
particularly the anglo-analytic tradition, needs to tackle the
issues of the self, identity, autonomy and self creation. Although
identity has been a central concern of feminist thought it has in
the main been excluded from philosophical analysis.
What does the politics of the self mean for a politics of
liberation? Morwenna Griffiths argues that mainstream philosophy,
particularly the anglo-analytic tradition, needs to tackle the
issues of the self, identity, autonomy and self creation. Although
identity has been a central concern of feminist thought it has in
the main been excluded from philosophical analysis.
First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
..". excellent... Especially insightful are articles on ethics and gender, autonomy and pornography, feelings, and a responsible and democratic epistemology." Choice The essays in this book introduce to American readers the work of a group of British feminist philosophers, representing both the Continental and the analytic traditions, who argue that philosophy is in urgent need of a feminist perspective."
This is a book for all researchers in educational settings whose research is motivated by considerations of justice, fairness and equity. It addresses questions such researchers have to face. Will a prior political or ethical commitment bias the research? How far can the ideas of empowerment or 'giving a voice' be realised? How can researchers who research communities to which they belong deal with the ethical issues of being both insider and outsider? The book provides a set of principles for doing educational research for social justice. These are rooted in considerations of methodology, epistemology and power relations, and provide a framework for dealing with the practical issues of collaboration, ethics, bias, empowerment, voice, uncertain knowledge and reflexivity, at all stages of research from getting started to dissemination and taking responsibility as members of the wider community of educational researchers. Theoretical arguments and the realities of practical research are brought together and interwoven. Thus the book will be helpful to all researchers, whether they are just beginning their first project, or whether they are already highly experienced. It will be of great value to research students in designing and writing up their theses and dissertations.
""Once again Morwenna Griffiths has produced a book on an important
topic that speaks to theorists and practitioners alike. Read
it. . . This is a must read for anyone who wants to be provoked and
supported toward action and change in education. . . "a thoroughly engaging text" . . "Socrates said we can't teach anyone anything, but only help
them to think - that's what this book did for me and that's why I
liked this book and would recommend it to my students, my friends
and my colleagues. Unlike the majority of academic books, I found
myself treating it like a novel and saving it up to read before I
went to sleep at night, reading it more slowly as it got near the
end - not wanting it to be finished. I liked it because it
resonated with many of my experiences over the years and reminded
me that I'm not alone in finding the struggle for social justice in
education hard - but passionately worthwhile." . . Social justice is a verb. This book puts forward a view of social justice as action orientated rather than as a static theory. Complex discussions of difference, equality, recognition, and redistribution are made accessible and relevant to issues of class, race, gender, sexuality and disability. Interwoven with the discussion are compelling individual accounts of the pleasures and pains, the pitfalls and glittering prizes to be found in education - told by individuals coming from a diversity of social, economic, and ethnic backgrounds. The second part ofthe book includes examples of successful interventions in real situations, related to self-esteem, empowerment, partnership, and the initiation of individual and joint action to improve social justice in education. The discussion is kept open through 'answering back' sections by educators committed to social justice: Deborah Chetcuti, Max Biddulph, Ghazala Bhatti, Roy Corden, Melanie Walker, Jon Nixon and Kenneth Dunkwu..
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