Women, Capitalism and Education: On the Pedagogical Implications of Postfeminism

Autor/inn/en	Öchsner, Marco; Murray, Georgina
Titel	Women, Capitalism and Education: On the Pedagogical Implications of Postfeminism
Quelle	In: Educational Philosophy and Theory, 51 (2019) 7, S.709-720 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Öchsner, Marco)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2018.1425993
Schlagwörter	Females; Feminism; Relevance (Education); Educational Philosophy; Power Structure; Race; Social Class; Gender Differences; Neoliberalism; Civil Rights; Womens Education; Self Concept; Political Influences; Human Capital; Social Theories; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Feminismus; Relevance; Relevanz; Bildungsphilosophie; Erziehungsphilosophie; Rasse; Abstammung; Social classes; Soziale Klasse; Geschlechterkonflikt; Neo-liberalism; Neoliberalismus; Bürgerrechte; Grundrechte; Zivilrecht; 'Women''s education'; Frauenbildung; Selbstkonzept; Political influence; Politischer Einfluss; Humankapital; Gesellschaftstheorie; Sozioökonomischer Faktor
Abstract	We examine the emergence of the 'postfeminist' sensibility from feminist theory and praxis, and its relation and relevance to education. Analytical frameworks such as postfeminism and intersectionality have given equal weight to recognition-based struggles, such as those based on sexual, racial, class-based, gender-related identities. We follow Nancy Fraser's argument that these identity-based movements have been co-opted by neoliberal politicians and bureaucratic policy-makers, and become a divide and rule strategy, neglecting the subjugating power of capital. Beginning with third-wave feminism's emphasis on individual identity, women's struggles have been become a part of the greater parisitic neoliberal project. We consider the implications of this docile and domesticated feminism for the education of women. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01