In response to Acker: black and African feminist theories on gender and education

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Comparative Education Pub Date : 2022-11-28 DOI:10.1080/03050068.2022.2147634

Monique Kwachou

引用次数: 2

Abstract

ABSTRACT A 1987 paper by Sandra Acker remains a seminal academic contribution that identified and discussed the differences between three feminist schools of thought and their application to research and practice in education. Her analysis identified three Western feminist approaches- Liberal, Socialist and Radical and omits mention of Western Black feminist thought and any anti-imperial/indigenous feminist scholarship relevant to education. This article responds to Acker’s analysis presenting some of the work she omitted. Drawing on Black and African-feminist thought, the discussion distils some of their insights about gender issues in schools and considers some consequences for the scholarly field of gender, education and development of a canon based on a narrow range of feminist thought

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回应阿克:黑人和非洲女性主义关于性别和教育的理论

桑德拉·阿克(Sandra Acker) 1987年发表的一篇论文仍然是一项开创性的学术贡献，该论文确定并讨论了三种女权主义思想流派之间的差异，以及它们在教育研究和实践中的应用。她的分析确定了三种西方女权主义方法——自由主义、社会主义和激进主义，并没有提到西方黑人女权主义思想和任何与教育相关的反帝/土著女权主义奖学金。这篇文章回应了阿克的分析，展示了她遗漏的一些作品。在黑人和非洲女性主义思想的基础上，讨论了他们对学校性别问题的一些见解，并考虑了性别，教育和基于狭隘女权主义思想的经典发展的学术领域的一些影响

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Comparative Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.40

自引率

21.20%

发文量

期刊介绍： This international journal of educational studies presents up-to-date information with analyses of significant problems and trends throughout the world. Comparative Education engages with challenging theoretical and methodological issues - and also considers the implications of comparative studies for the formation and implementation of policies - not only in education but in social, national and international development. Thus it welcomes contributions from associated disciplines in the fields of government, management, sociology - and indeed technology and communications - as these affect educational research and policy decisions.