Feminist pedagogy theory: Reflections on power and authority

Educational Theory

Volumn 46, Issue 3, 1996, Pages 283-302

  Luke, Carmen ^a  

^a UNIVERSITY OF QUEENSLAND   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0010220369     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.1996.00283.x     Document Type: Article

References (75)

1. Marianne Hirsch and Evelyn Fox Keller, eds., Conflicts in Feminism (New York: Routledge, 1990).
2. Carmen Luke and Jennifer Gore, eds., Feminisms and Critical Pedagogy (New York: Routledge, 1992).
3. Jane Gallop, "The Teacher's Breasts"in Jane Gallop Seminar Papers, ed. Jill Julius Matthews (Humanities Research Center Monograph Series No. 7. Canberra, Australia: The Australian National University, 1994), 1-12.
4. Elizabeth Ellsworth, "Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy,"Harvard Educational Review 59, no. 3 (1989): 297-324.
5. Gallop, Jane Gallop Seminar Papers and Jane Gallop, ed., Pedagogy: The Question of Impersonation (Bloomington: Indiana University Press, 1995).
6. Jane Gallop, Marianne Hirsch, and Nancy K. Miller, "Criticizing Feminist Criticism,"in Conflicts in Feminism, 354.
7. Gallop Hirsch, and Miller, "Criticizing Feminist Criticism," 355
8. Kathleen Jones, "The Trouble with Authority," differences 5, no. 1 (1991): 104-27.
9. Rey Chow, "The Politics and Pedagogy of Asian Literature in American Universities," differences 2, no. 5 (1990): 29-51.
10. Barbara Bagilhole, "Being Different is a Very Difficult Row to Hoe: Survival Strategies of Women Academics" in Changing the Subject: Women in Higher Education, ed. Sue Davies, Cathy Lubelska, and Jocey Quinn (Basingstoke: Taylor and Francis, 1994), 5-28.
11. Linda Carty, "Black Women in Academia: A Statement from the Periphery," in Unsettling Relations: The University as a Site of Feminist Struggle, ed. Himani Bannerji, Linda Carty, Karen Dehli, Susan Heald and Kate McKenna (Toronto: Women's Press, 1991), 13-44
12. Carmen Luke and Jennifer Gore, "Women in the Academy: Struggle, Strategy, and Survival,"in Feminism and Critical Pedagogy, 192-210.
13. Milsom Henry, "Ivory Towers and Ebony Women: The Experiences of Black Women in Higher Education," in Davies, Lubelska, and Quinn, Changing the Subject, 42-57.
14. Kalant Bhopal, "The Influence of Feminism on Black Women in the Higher Education Curriculum," in Davies, Lubelska, and Quinn, Changing the Subject, 129.
15. Gallop Hirsch, and Miller, "Criticizing Feminist Criticism."
16. Sandra Acker, Gendered Education (Philadelphia: Open University Press, 1994), 132.
17. Gallop, Jane Gallop Seminar Papers and Pedagogy: The Question of Impersonation.
18. Sandra LeeBartky, "Pedagogies of Shame"in Feminisms and Pedagogies of'Everyday Life, ed. Carmen Luke (Albany: SUNY Press, 1996).
19. Carmen Luke, "Women in the Academy: The Politics of Speech and Silence," British Journal of Sociology of Education 15, no. 3 (1994): 211-30.
20. To conceptualize pedagogy as craft and art of seduction and performance connects knowledge, desire, and intersubjectivity in ways analogous to Foucault's later work on ethics, care of the self, and the politics of selfransformation which are at the core of the pedagogical act for both teacher and student. Particularly in progressive and feminist pedagogy', emancipatory knowledge is intimately connected to self- and social transformation, to a better understanding and care of the self and other.
21. Bagilhole, "Being Different/" 18.
22. Laurie Finke, "Knowledge as Bait: Feminism, Voice, and the Pedagogical Unconscious," College English no. 1 55, (1993): 8.
23. See Linda Alcoff and Elizabeth Potter, eds., Feminist Epistemologies (New York: Routledge, 1993)
24. Kathy Ferguson, The Man Question: Visions of Subjectivity in Feminist Theory (Berkeley: University of California Press, 1993)
25. Jane Flax, Thinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary West (Berkeley: University of California Press, 1990);
26. Donna Haraway, "Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective," Feminist Studies 14, (1988): 575-99.
27. Mary Belenky, Blythe Clinchy, Nancy Goldberger, and Jill Tarrule, Women's Ways of Knowing (New York: Basic Books, 1986)
28. Charlotte Bunch and Sandra Pollack, eds., Learning Our Ways: Essays in Feminist Education (New York: Crossing Press, 1983)
29. Margot Culley and Catherine Portuges, eds., Gendered Subjects: The Dynamics of Feminist Teaching (New York: Routledge, 1986)
30. Susan Gabriel and Isaiah Smithson, eds., Gender in ihe Classroom: Power and Pedagogy (Urbana: University of Illinois Press, 1990)
31. Jennifer Gore, The Struggle for Pedagogies (New York: Routledge, 1993)
32. Patti Lather, Getting Smart: Feminist Research and Pedagogy With/in the Postmodern (New York: Routledge, 1991)
33. Magda Lewis, Without a Word: Teaching Beyond Women's Silence (New York: Routledge, 1993)
34. Carmen Luke, "Women in the Academy,"in Feminist Pedagogy, ed. Carmen Luke and Jennifer Gore;
35. Francis Maher, "Toward a Richer Theory of Feminist Pedagogy: A Comparison of 'Liberation' and 'Gender' Models for Teaching and Learning," Journal of Education 169 (1987): 91-100
36. Pat Mahoney, "Oppressive Pedagogy: The Importance of Process in Women's Studies," Women's Studies International Forum 11 (1988): 103-8
37. Sue Middleton, Educating Feminists (New York: Teachers College Press, 1993)
38. Jo Anne Pagano, Exiles and Communities: Teaching in the Patriarchal Wilderness (Albany: State University of New York Press, 1990)
39. Lynda Stone, ed., The Education Feminism Reader (New York: Routledge, 1994)
40. Kathleen Weiler, Women Teaching for Change: Gender, Class and Power (South Hadley: Bergin and Garvey, 1988)
41. Penny Welch, "Is a Feminist Pedagogy Possible?" in Davies, Lubelska, and Quinn, Changing the Subject, 149-62.
42. Linda Alcoff and Elizabeth Potter, Feminist Epistemologies-f Liz Bondi, "Locating Identity Politics" in Place and the Politics of Identity, ed. Michael Keith and Steve Pile (New York: Routledge, 1993), 84-101;
43. Wendy Brown, "Feminist Hesitations, Postmodern Exposures," differences no. 1 5, (1991): 63-84
44. Diana Fuss, Essentially Speaking (New York: Routledge, 1989)
45. Nancy Fraser "False Antithesis" in Feminist Contentions, ed. Linda Nicholson (New York: Routledge, 1995), 59-74
46. Nancy Fraser and Linda Nicholson, "Social Criticism Without Philosophy: An Encounter Between Feminism and Postmodernism" in Feminism/Postmodernism, ed. Linda Nicholson (New York: Routledge, 1990), 19-38;
47. Nancy Love, "Politics and Voice(s): An Empowerment/Knowledge Regime," differences 5, no. 1 (1991): 85-103
48. Jane Roland Martin, "Methodological Essentialism: False Difference, and Other Dangerous Traps," Signs no. 3 19, (1994): 630-57; and
49. Naomi Shor, "The Essentialism Which is Not One: Coming to Grips with Irigaray/" differences 1, no. 2 (1989): 38-58.
50. Fuss, Essentially Speaking.
51. Luke, "Women in the Academy," 223.
52. Bell hooks, Thinking Back: Thinking Feminist Thinking Black(Boston: South End Press, 1989).
53. Carmen Luke and Jennifer Gore, "Women in the Academy: Struggle, Strategy, and Survival," in Feminist Pedagogy.
54. Jennifer Gore, The Struggle for Pedagogies, 5.
55. Belenky et al., Women's Ways of Knowing; Bunch and Pollack, Learning Our Ways, Culley and Portuges, Gendered Subjects, Lewis, Without a Word; Luke and Gore, Feminisms and Critical Pedagogy, Maher, "Toward a Richer Theory of Feminist Pedagogy" Mahoney, "Oppressive Pedagogy" Middleton, Educating Feminists, and Pagano, Exiles and Communities.
56. Jones, "Trouble with Authority."
57. Iris Marion Young, Justice and the Politics of Difference (Princeton, NJ.: Princeton University Press, 1990).
58. Jones, "Trouble with Authority," 107-8.
59. Breda Gray, "Women in Higher Education: What Are We Doing to Ourselves?" in Da vies, Lubelska, and Quinn, Changing the Subject, 82.
60. Anna Yeatman, Postmodern Revisionings of the Political (New York: Routledge, 1994), 36-7.
61. Jane Gallop, Marianne Hirsch, and Nancy K. Miller, "Criticizing Feminist Criticism."
62. Bell hooks, Yearning (Boston: South End Press, 1990).
63. Nancy Eraser, Unruly Practices: Power, Discourse and Gender in Contemporary Social Theory(Cambridge, UK: Polity, 1989)
64. See Jane Roland Martin, "Methodological Essentialism."
65. Camren Lucke , "The Politicized 'I' and Depoliticized 'We': The Politics of theory in Postmodern Feminism," Social Semiotic 2, no. 2 (1992): 1-20.
66. Mary Belenky et al., Women's Ways of. Knowing.
67. Jane Gallop, "The Teacher's Breasts," 6.
68. Jones, "Trouble with Authority."
69. Vicki Kirby, "Response to Jane Gallop's The Teacher's Breasts': Bad Form" in Gallop, Jane Gallop Seminar Papers, 18.
70. Jana Sawicki, Disciplining Foucault: Feminism, Power and the Body (New York: Routledge, 1991), 37.
71. Moira Gatens, "Responding to Gallop: Feminist Pedagogy and the 'Family Romance,'" in Jane Gallop Seminar Papers, 13-15 and Meaghan Morris, "Discussion: Jane Gallop, The Teacher's Breasts'" in Jane Gallop Seminar Papers, 23-30.
72. Morris, "Discussion," 26.
73. Kirby, "Response to Jane Gallop's The Teacher's Breasts/" 19.
74. Mary Lydon, "Foucault and Feminism: A Romance of Many Dimensions," in Feminism and Foucault: Reflections on Resistance, ed., Irene Diamond and Lee Quinby (Boston: Northeastern University Press, 1988), 141 and Gatens, "Responding to Gallop," 15.
75. Michel Foucault, The Care of the Self, The History of Sexuality vol. 3, trans. Robert Hurley (New York: Pantheon, ). In Foucault Live: Interviews, 1966-1984 (New York: Semiotext(e), 1989), Foucault argues that crafting the self within existing rules of social conduct and regulations requires knowledge so that we might understand and re-make our behaviors in order to act against social injustice, disciplinary or normalizing regimes, as they occur in specific contexts. Mindful of the reservations feminists such as Lois McNay in Foucault and Feminism (Cambridge: Polity, 1992) and Carolyn Ramazanoglu in Up Against Foucault (New York: Routledge, 1993) have raised about Foucault's conceptualization of the life project as a work of art, I submit that "aesthetic" as metaphor is useful if we want to re-envision an ethics not based on traditional male, Western, and exclusionary moral codes, but one based on an aesthetic of creativity and reconstruction, or what Foucault would call a positive productivity of new and hybrid forms of subjectivity and sociality. Moreover, if we accept that the making of the self is crucially dependent upon the getting of knowledge, then the pedagogical relation in which knowledge is crafted, performed, enacted, contested or accepted, loved or hated, is itself part of the aesthetic of everyday life: an experience in the aesthetics of knowledge and the art of pedagogy as craft teaching and self-learning. Not least, a work of art as an act of creativity and unique formation renders aesthetics a productive metaphor for conceptualizing an ethics grounded in the specificity of difference(s) and diversity. 1986