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Introduction: Standpoint theory as a site of political, philosophic, and scientific debate
... This is especially pertinent in cases where the study covers political comments or strong ideals with direct or indirect influence. Moreover, scientific study connects these ideals to their goals [11] critics object to scientism and objectivism for their disregard of the relevance of sex, gender, perspectives, and values in understanding the complex character of reality [12]. ...
... Sharon Crasnow, elaborating on Sandra Harding (born 1935), categorizes feminists in the realm of epistemology and philosophy of science into three distinct positions: feminist empiricism, feminist standpoint theory, and feminist postmodernism principles. [12] has categorized feminists in the fields of epistemology and philosophy of science into three distinct groups: feminist empiricism, feminist standpoint theory, and the ideas of feminist postmodernism, as described 1249 ...
... According to Crasnow, it is not always easy or straightforward to use experiential evidence to determine a value when there are multiple competing values. Crasnow ties this closely to the issue of faith[2],[12]. ...
This study investigates Sharon L. Crasnow's perspective on the philosophy of science, specifically exploring its compatibility with feminist ideals. Crasnow introduces her notion of model-based objectivity as a reaction and expansion of the principles advocated by feminist empiricism, postmodernism, and Harding and Wylie's feminist standpoint viewpoint theory. Crasnow holds the belief that there is an inherent connection between science and value. The efficacy of grounding in scientific endeavor and the development of epistemic virtues depend on specific societal principles, such as acknowledging and appreciating women's contributions in scientific discussions. Feminism is not considered a dedicated adherence to a particular set of beliefs or ideology. Instead, people view feminism as a mindset or a critical scientific perspective. According to Crasnow, the best way to understand natural reality is to use a model to achieve a clear and objective understanding. The procedure entails identifying specific values that lay the groundwork for modeling. These values are evaluated by considering pragmatic variables and maximizing the achievement of goals. In this context, objectivity refers to the validation of a value based on its ability to improve people's lives to the fullest extent. This enhances the model's capacity to serve as a means of accomplishing it.
... People living under oppression may develop a "critical emotional response" (Narayan 1989: 219) leading to an oppositional consciousness. They can become "subjects" rather than "objects" of research (Harding 2004: 3) and therefore authors and masters of their agentive narratives. The standpoint is thus an "intellectual achievement" (Wood 2005) attained through political and scientific struggle to understand one's experience through critical stances on the social order within which knowledge is produced (Harding 2004, Jaggar 1983, Pohlhaus 2002. ...
... They can become "subjects" rather than "objects" of research (Harding 2004: 3) and therefore authors and masters of their agentive narratives. The standpoint is thus an "intellectual achievement" (Wood 2005) attained through political and scientific struggle to understand one's experience through critical stances on the social order within which knowledge is produced (Harding 2004, Jaggar 1983, Pohlhaus 2002. It demonstrates an understanding of how power structures and shapes knowledge in specific contexts (Intemann Black and alien at the same time. ...
This study gives voice and visibility to Black African immigrant school leaders and provides them with a platform to describe and make sense of their lived experiences through the construction of their narratives from a marginalized standpoint. Using narrative inquiry, thirteen narrators were identified and interviewed through in-depth open-ended questions. Initial interview times varied from one to two hours, and all participants had at least one follow-up conversation. This study produced a radiography of their souls and outlined six thematic constructs that seeded the development of their canonical narratives. The discussion elicited an alignment between the findings and the literature consulted and indicated recommendations for research, policy, and practice.
... this, I here argue that one path forward is through an understanding and incorporation into SoTL of standpoint theory (Harding, 1999), and on the theoretical foundation of standpoint theory, the instructional incorporation of engaged pedagogy (hooks, 1994, 2010) and community cultural wealth (Yosso & Solórzano, 2005). These were frameworks to which I was first introduced in my doctoral coursework at UCLA, both through theoretical study and through the exemplary practical application of my professors, in particular several of the authors of these frameworks themselves (Danny Solórzano and Sandra Harding, both truly masterful classroom pedagogues). ...
... For further reference, consult Gramsci (1971) and Spivak (2023). … academic research conducted at the tertiary level can be something in which oppressed or marginalized groups work as active "subjects of knowledge" (Harding, 1999, p. 4), conducting their own research with their own voices, speaking instead of being spoken for. Professors who teach students from subaltern groups can do a great deal towards changing such students' acceptance of hegemonic norms by creating courses and assignments which require the production of such research, even at the undergraduate level. ...
For Students of Color in the United States, to attend university is to live and work within a social reality that reproduces a hegemonic social order. Professors can and should assist students in recognizing the dominant social standpoint embodied in much of university instruction, while also recognizing the equal validity of their own and their students’ socially situated standpoints. Building upon the scholarship of teaching and learning, I here present two pedagogical frameworks that have been constructed to recognize particular standpoints and work from them towards justice: bell hooks’ engaged pedagogy and Yosso and Solórzano’s community cultural wealth model. I also present practical applications of both, drawing on my own university teaching experience.
... Within photovoice, Higgins (2014) observes how a feminist standpoint theory is typically utilized to frame participants' perspectives and the notion of an individualized "voice." The view here is that photovoice was built around and emerged from the notion that those who are best situated to understand a community of knowers' issues, are those who experience them-the members of that community (Harding, 2004(Harding, , 2008(Harding, , 2009Pohlhaus, 2002). Indeed, as Anderson (2011, p. 21) states, "standpoint theories claim to represent the world from a particular socially situated perspective that can lay a claim to epistemic privilege or authority." ...
... Indeed, as Anderson (2011, p. 21) states, "standpoint theories claim to represent the world from a particular socially situated perspective that can lay a claim to epistemic privilege or authority." While feminist standpoint theory (Harding, 2004;Smith, 1987) has traditionally been conceived as a stance which works within and against patriarchy, it is a body of ongoing and expanding work to productively draw upon when considering various forms of systemic and lived daily oppression, and the voices that emerge or are silent within such contexts. And yet, even here aspects of voice are central and prioritized, whereas aspects of listening to and witnessing those who are speaking tend to be secondary. ...
This chapter explores how photovoice as a methodological approach can help researchers build an understanding of health, wellness, and resilience that are bolstered through various human-nature relationships and connections. The chap- ter aims to build on existing photovoice literature (and visual research methodol- ogies) by asking questions about the process of listening to the “voice(s)” of images, to outer and inner voices, and the role of listening as a research practice. To accomplish these aims, the chapter first explores modes of image-making and the notion of “voice” within previous literature, and particularly the process of photovoice. It then turns to modes of listening as they relate to the voice(s) of images and photovoice as an important, and often under looked, dyad of method- ological significance. Here, the chapter draws on the work of Campt (Listening to images. Duke University Press, Durham, 2017) to explore the haptic sensibilities of listening, including multiple levels and modes of listening: listening to nature; listening to photos of nature; listening to our outer and inner voices; and listening to our own haptic responses to the process of engagement. Following this, the chapter explores the role of participants engaged in listening processes as methodology, where the authors connect more directly with some of their previous research looking at nature as sources of health, wellness, and resilience for research participants in a range of studies: young Indigenous people in Central Canada; and older adults living with chronic illness. These examples prompt the authors to interrogate the researcher’s role and the benefits of listening methodologies for both participant, researcher, and the production of data rigor itself. In the end, the chapter offers critical reflections on the ways in which photovoice and listening methodology can provide unique insights regarding human-nature relationships that support health, wellness, and resilience.
... Smith (1987Smith ( , 2006 explains that a feminist standpoint has been mobilized to give voice to women and girls in societies governed by patriarchal ideologies, particularly in the construction of knowledge. As Harding (2004) has shown, feminist standpoint theory places those who are marginalized and oppressed, such as women and girls, in a position to illuminate problematic social patterns that may otherwise remain invisible. She contends that, "the experiences of oppressed groups can become an important source of critical insight" (p. 7). ...
... She contends that, "the experiences of oppressed groups can become an important source of critical insight" (p. 7). According to Harding (2004), feminist standpoint theory was developed to remedy the inadequacy of androcentric, racist, Eurocentric, and heterosexist frameworks that have deeply shaped scientific research. Research from a feminist standpoint begins in women's lived realities, their experiences, and their activities. ...
The purpose of this article is to examine how the discourse of childhood innocence masks the ways in which sexual violence by boys against girls is perpetrated in kindergarten. Findings from a year-long ethnographic study conducted in two Canadian kindergarten classrooms show that narrow understandings of gender and sexuality in childhood obscure schools’ responses to problematic gendered behaviors enacted by certain boys. The author contends that in failing to attend to gender and sexuality with young children, kindergarten education may contribute profoundly to the early normalization of sexual violence. The article concludes with a discussion on the role that kindergarten education can play in countering sexual violence inside and outside of schools.
... As someone with lived experience in my area of research, I have argued elsewhere that the personal is political (Foster 2022), which as others have noted (Baird 2020), can influence how one views the policy context. At the end of this article, therefore, attention is paid to my standpoint (Harding 2004) or positionality (Massoud 2022) when participating in activities and writing. ...
... It should be acknowledged that while there are advantages to being open about your standpoint in both academic research and policy-processes, there can be disadvantages. As Massoud (2022: 66) notes, while one of the key benefits is that contributions from others are often more authentic because of the potential for a shared lived experience, disadvantages include criticisms of bias or lack of 'objectivity' (Baird 2020;Harding 2004;Massoud 2022). Furthermore, in the policy making context where anonymity and confidentiality are not always guaranteed, it is necessary to be mindful that asking disabled people to share personal lived experiences can expose them and you to psychological trauma, or re-traumatization. ...
... The challenges involved are shared by not only almost all protest and movement researchers but also scholars who seek to adopt a feminist methodology when conducting research with underprivileged women and marginalized people (e.g. DeVault 1999;Letherby 2003;Harding 2004;Solovey 2022) or avoid reproducing power structures in their research with refugees and migrants (e.g. Hess and Schwertl 2013;Fassin 2017;Riedner 2018). ...
... Later researchers in gender studies also argue that the specificity of the feminist methodology lies in the caring relationship between researchers and researched and in researchers' commitment (e.g. Letherby 2003;Harding 2004). ...
... This treatment of truth and politics as one obviates the possibility of conducting any epistemic assessment of a political statement. Harding (2004) offered a different position on this issue, regarding truth and politics as two interrelated entities that are analytically separable. Rather than assuming that what is just is necessarily true, one must assess the veracity of knowledge as rigorously as one examines the politics of justice. ...
Truth is a thorny issue for the sociology of knowledge. In emphasizing social influence on knowledge production, sociologists tend to disavow the objectivity of truth and slide down the slope of the consensus theory and the nihilism of post‐truth. In fighting science denial, on the other hand, sociologists often find themselves aligning with the correspondence theory and the naïve notion of naked truth. The aim of this article is to advance a position that recognizes social influence on knowledge attainment without obviating the objectivity in truth. The key to this argument lies in the concept of existential embedment that unifies objectivity and subjectivity in human struggles for survival and prosperity, from which truth originates and to which truth contributes. Existential embedment also anchors knowledge by providing the foundation for truth validation. Depending on the modalities of knowledge attainment, truth is divided into four types with varying degrees of veridical certitude, each having its own criterion for validity assessment. Knowledge that passes the validation test is accepted as truth within the horizon of the given realm of existential embedment, which may change as the existential activity of the knower changes.
... Nelson Rodríguez Vega • Alma Calderón-López 4 los límites de la creación musical, cuestionando el patriarcado que ha mantenido a mujeres y disidencias en las sombras históricas de la música (Green, 2001;Ramos, 2010). En el caso de Suyai Free, este cuestionamiento se destaca por generar cambios profundos en las dinámicas del freestyle resignificando estos espacios desde un posicionamiento y puntos de vista situados (Harding, 2004), que se despliegan bajo una propuesta crítica de resistencia comunitaria desde el Abya Yala (Espinosa Miñoso, 2014). ...
El artículo examina la posible manifestación del feminismo comunitario en la escena del hip-hop en la ciudad de Concepción, Chile. La aparición del torneo de freestyle organizado por raperas, Suyai Free, ofrece antecedentes sugerentes sobre este fenómeno. El espacio surgió para proporcionar una oportunidad de desarrollo a las raperas frente a la exclusión y las barreras de género prevalecientes en el circuito local de batallas de rap. Suyai Free también se distingue por promover el respeto a partir de erradicar rimas sexistas, machistas y misóginas de los duelos verbales, la horizontalidad en las relaciones sociales y procurar el bienestar de sus participantes como por ejemplo significa el apoyo a quienes son madres. Las organizadoras de este torneo de freestyle fomentan una instancia comunitaria entre mujeres, pero que a la vez es inclusiva con otras identidades sociales.
... El empirismo feminista que apunta a que el sexismo y el androcentrismo constituyen sesgos sociales corregibles mediante un método científico correcto. Y el punto de vista feminista (feminist stand point) (Harding, 2004), que parte de la base de que la posición dominante de los hombres en la vida social, en este caso en la Medicina, se traduce en un conocimiento parcial. El reconocimiento de los sesgos de género y la incorporación real de la voz de las mujeres, abre la posibilidad de un conocimiento más completo y útil, para la salud de las mujeres y para toda la sociedad. ...
: La construcción social patriarcal androcéntrica de género influye en el discurso científico-médico y el abordaje de la salud, viniendo a reforzar el statuo quo establecido. A lo largo del siglo XIX y primeras décadas del XX, las mujeres son definidas como seres débiles, enfermizos, cuya estabilidad física y psíquica está dominada por sus órganos sexuales y cuyo único destino es la reproducción. Posteriormente, la construcción social de género continúa influyendo negativamente en el abordaje de la salud, en los ámbitos de investigación, diagnóstico y tratamiento. Ahora bien, diferentes pioneras aportaron argumentos científicos para cuestionar los presupuestos de la debilidad femenina y, asimismo, médicas e investigadoras vienen realizando en las últimas décadas un profundo análisis crítico de los sesgos de género que siguen apareciendo en el tratamiento de la salud. Este trabajo se basa en el análisis de amplia bibliografía de autoras y autores del siglo XIX y primeras décadas del XX; estudios críticos publicados a partir de los años sesenta/setenta y obras recientes sobre sesgos de género y salud de las mujeres. Se visibilizan los sesgos de misoginia, racismo y clasismo presentes en el discurso científico-médico del XIX/XX; las aportaciones de pioneras de la ciencia y la medicina para deconstruirlos y se analiza cómo dichos sesgos siguen permeando la investigación, diagnosis y tratamiento en la actualidad. Se concluye que es imprescindible tener en cuenta la influencia de la construcción socio-cultural de género y aplicar la perspectiva feminista para visibilizar y erradicar dichos sesgos en el cuidado de la salud.
... Feminist social work, and feminist social work research, carries a specific dedication to genderbased social justice and working holistically across diverse communities (Mehrotra, 2010). This article understands that women are not a homogenous group with shared experiences (Harding, 2004). This research aimed to unpack some of the intricacies and subtleties of women's experiences and perspectives, recognizing the significance of intersecting forms of oppression beyond gender, including class and disability. ...
Sex work, encompassing the exchange of sexual services for material gain, presents a complex and sensitive research terrain, associated with stigma and entrenched debates within feminism. This evaluation's central objective was to engage in a community-based dialogue, eliciting perspectives from a diverse range of participants, including audience members, women with lived experience of sex work, users of addiction services, and expert commentators, in response to the themes explored in the play 'Madame Geneva: A Tale of Gin and Prostitution'. This article delves into the study's findings, with a particular focus on the portrayal of sex work in contemporary Northern Irish society. The study demonstrates how the arts, particularly dramatic representations, serve as a potential catalyst for instigating essential and pragmatic policy discussions on issues that impact women and society at large. The findings shed light on the ongoing challenges faced by women in Northern Ireland within the context of sex work, revealing persistently high levels of oppression and discrimination. These issues often remain entangled within a male-dominated political discourse and structural frameworks, underscoring the urgent need for critical examination and reform.
... Sostendremos una crítica de la objetividad basada en "los hechos" escindidos de las prácticas mediante las cuales los construimos y, por lo tanto, de los valores relativos a dichas prácticas. Las epistemologías feministas, cuestionaron la tesis de la "neutralidad" valorativa según la cual los investigadores pueden responder a exigencias de objetividad, sin examinar sus propios compromisos históricos con lo que estudian, sin asumir el significado de los orígenes de sus problemáticas de investigación (Anderson, 2004;Harding, 2004;Longino, 2015). Es preciso reconsiderar pues el problema de la objetividad desde la negación de la tesis de la neutralidad valorativa, y adoptar una tesis diferente acerca de la objetividad, a la que interpretamos como un resultado alcanzado progresivamente por un proceso social e histórico. ...
El cuestionamiento a la dicotomía entre hechos y valores sostenida en la epistemología clásica, conlleva un replanteo de la cuestión de la objetividad. En otras palabras, el abandono de dicha dicotomía obliga a renunciar a la versión basada en el “el monismo ontológico” y defender otra, en los términos de una actividad social, una clase de intersubjetividad en la validación de hipótesis, de logro de consensos y disensos entre los investigadores. Los valores no epistémicos son parte de los marcos epistémicos que posibilitan y limitan los procesos de investigación en todas las ciencias. En nuestro trabajo, plantearemos el problema de los valores epistémicos y no epistémicos con el objetivo de analizar la intervención de estos últimos, específicamente morales y políticos, en las denominadas “teorías del cambio conceptual” (TCC), en tanto estas se proponen dar cuenta del cambio cognitivo que tiene lugar en procesos de aprendizaje de conceptos científicos, y su relación con los conocimientos previos de los alumnos. Particularmente, intentaremos analizar el papel de los valores no epistémicos en la formulación de los problemas, las unidades de análisis, los modos de afrontar la cuestión de la heterogeneidad cultural de los alumnos y los modelos explicativos empleados.
... Esto es, la legitimidad epistémica de dicha intervención depende de si los problemas se formulan de tal manera y de que las evidencias que se logren puedan tanto verificar como refutar los juicios apoyados en valores. Para obtener conocimientos objetivos, es fundamental que la indagación guiada por valores no lleve hacia una conclusión predeterminada (Harding, 2004). ...
... Acts in solidarity with the oppressed group do not make one a member of the group. However, this does not preclude that such acts of allyship should take place, although in line with Smith and Archer (2020) it is imperative that this does not take the form of privileged voices-who cannot understand the logic of the standpoint of the marginalised group (Harding, 2004)-simply speaking on behalf of others. Therefore, it is not advocated that further top-down corporate languages policies are put into place without dialogue. ...
Although there is now a substantial body of literature exploring the effects of language diversity in international management contexts, little attention has been paid to the ethical dimensions of language diversity at work. This conceptual paper draws on the concept of epistemic injustice in order to explore how language, and in particular corporate language policies, may act as a source of epistemic injustice within the workplace. It demonstrates how language competence affects credibility judgements about a speaker, and also considers how corporate language policies can create situations of hermeneutic injustice, in which marginalised groups are denied the vocabularies to understand their own experiences. Finally, ways in which such epistemic harms can be reduced are discussed, and the possibilities for management education to create epistemically responsible managers are highlighted.
... Ela surgiu conjuntamente com o momento em que as mulheres passaram a ocupar os chamados segmentos científicos, nas mais diversas áreas. Dentro dessa corrente, separam-se duas vertentes, sendo que ambas concordam no fato de que a nomeação do científico associa-se ao masculino (HARDING, 2004). ...
Este artigo visa, a partir das teorias feministas e da standpoint theory, questionar os moldes do direito à cidade por meio da perspectiva de gênero. As discussões serão guiadas pelo ponto de vista das mulheres, a partir de depoimentos presentes no documentário brasileiro Chega de Fiu Fiu. A obra documental traz à debate a questão da participação das mulheres nos espaços públicos, tendo como pergunta principal de seu conteúdo, “as cidades foram feitas para as mulheres?”. Sendo assim, a partir de um estudo crítico-reflexivo de artigos, livros, doutrinas e legislação, faz-se um apanhado dos principais pontos abordados neste documentário, para que tal proposição possa ser respondida. Por fim, busca-se demonstrar a necessidade de considerar os olhares e experiências das diversas mulheres nos debates jurídicos.
... Joey Sprague builds on Harding's intervention, explaining that "a methodology works out the implications of a specific epistemology for how to implement a method" (2016,5). Feminist epistemologies grapple with how power shapes the knowledge production process, with a focus on both methodologies and method (Collins 2000;DeVault 1996;Davis and Khonach 2020;Harding 2004;Luna and Laster Pirtle 2021). In this paper, we consider feminist epistemological concerns to further understand the method of the remote interview. ...
The COVID-19 pandemic disrupted many aspects of life, including how social scientists develop and conduct research. Transitioning to remote interview methods was one methodological adjustment made by many qualitative researchers. In this article, we draw on in-depth interviews (N=106) and fieldnotes from three qualitative research projects conducted remotely during the COVID-19 pandemic, all of which center the experiences of women across a wide range of topics. In this article, we consider the opportunities and challenges of remote interviewing as a feminist method of research, analyzing how remote interviews impact both those who participate in and conduct research. We find that remote interview methods offer potential advantages for conducting participant-centered research, as they provide an opportunity for new forms of emotional engagement and options for privacy. In addition, remote methods have the capacity to increase accessibility for both participants and researchers alike. As such, remote interview methods address several feminist methodological and epistemological concerns about qualitative social scientific research, including those related to accessibility, privacy, and relationality. We weigh these advantages with the unique challenges that remote interviewing brings, including potential technological difficulties and additional considerations regarding privacy. We conclude by discussing the future of remote interview methods and consider their ability to address structural factors that shape feminist qualitative research.
... This wave, responding to societal shifts, broadened the feminist discourse to encompass not just gender equality but all types of equality in society, shedding light on and critiquing contemporary inequalities in relationships. Purposefully drawing attention to individual differences and the resulting inequalities, this perspective challenges the traditional, single, neutral, and rational viewpoint by highlighting the need to explore alternative sources of knowledge (Harding, 2004). In this case, I see the alternative as the objective reality of students, whose views are often not considered. ...
This methodological study developed and validated a 42-item questionnaire to explore an image of geography from the students' perspective. The study aimed to (a) outline the questionnaire's theoretical background, (b) confirm its reliability, (c) and verify its construct validity on a sample of 123 Czech lower secondary students (aged 12-15 years). The dimensions of the questionnaire were as follows: the usefulness of geography, teaching methods, geography teacher, and family background. Data were analyzed using descriptive statistical analysis, item analysis, and exploratory factor analysis (EFA). After solving the challenges associated with the empirical validation of the items, the findings indicated that the final version of the questionnaire is suitable for exploring the image of geography. The reliability of all subscales exceeded 0.75. The preliminary results suggested that Czech students' perception of geography is relatively neutral. Further uses of the tool, suggestions for future research, and study limitations were also discussed.
... We wonder how Haraway might bring her disciplinary disloyalties-and her fierce pack of feminist figures-to bear upon such articulations from scientific communities, to both better explain and justify her own uptake of population as a category to think with, and to develop more elastic understandings of the intersections between climate change and reproductive rights, in the feminist spirit of strong objectivity (Harding 2004). With Haraway (2016), we re-member that such work demands, as always, that those of us who have inherited the perverse privileges of 'Empire' decolonise our knowledge practices and subjectivities. ...
In this article, we engage feminist theorisations of figurations as “performative images that can be inhabited” (Haraway 1997/2018) to trace some of the figures which are animating stories about climate change and reproduction in Global North contexts. We focus our reading on a handful of texts which circulate around the question of ‘Is it okay to have a child, given our climate conditions and futures?’ Throughout, we consider the relationship between figurations and our subjective becomings in response to environmental devastations. We critique and resist the hegemonic figuring of ‘the human subject’ as rational and unitary (Braidotti 2014), as this figure naturalises the Western social power relations of advanced capitalism, population control and human exceptionalism. Seeking multiplicity, we look for figures and subjective openings which enable us to become response-able to the pain of ecological worlds dying around us (Haraway 2016), including from our disciplinary location of psychology.
... It facilitated solidarity between participants and researchers and relationality concerning aspects of mutual social locations (e.g., gender, ethnicity, nationality, and culture), as well as disrupted traditional methodologies by fostering empowering connections (Brown 2014). It also immediately reduced perceived power imbalance and provided a sense of comfort, allyship, and more importantly, confidence for the participants that their narratives were understood (Harding 2004;Nakhid et al. 2022). ...
... Using CBL informed by critical race theory and standpoint theory (Harding 2004) has the potential to build post-imperial social and creative practices within a safe and caring community of practice (COP) (Lave & Wenger 1991). Well-crafted learning design can make visible the embodied colonial schemas that normalise Western epistemologies, ontologies and axiologies in the curriculum. ...
Understanding and advancing pluralist worldviews through education is a tenet of decolonisation. This paper explores the importance of a decolonial pedagogical framework in visual art and design education by disrupting epistemic injustice through employing creative body‐based learning (CBL). This approach focuses on relationality and inter‐subjectivity through embodied strategies that create encounters to explore pluralist worldviews. Finally, by employing the cognitive, affective and aesthetic domains within a learning design, the paper argues for a decolonising approach to visual art and design education that embodies deep listening, dialogic meaning making and standpoint theory.
... • Another social influence on perception is the standpoint theory (Harding, 2004 Think about the harm done when people posing as social workers or healthcare providers commit crimes or other acts of malice. Seeing someone in a white lab coat automatically leads us to see that person as an authority figure. ...
Professional Communication in Health Studies is an indispensable resource for students pursuing careers in healthcare. By mastering the art of professional communication in health studies, students can improve patient outcomes, foster collaborative healthcare environments, and make a positive impact on the lives of those accessing our healthcare system. This textbook covers various topics essential to professional communication, including communication theories, verbal and nonverbal communication, interpersonal skills, and intercultural communication. Additionally, it offers practical guidance on communicating with empathy, compassion, clarity, conciseness, and cultural sensitivity.
... This interpretative discursive study borrows from feminist standpoint theory (Harding, 2004) where personal "experiences are the starting point in the production of knowledge about the structures that perpetuate privilege" (Neary, 2013, 587). The work also aligns with Zembylas and Chubbuck (2018) who foreground teacher identities as "discursively constituted" (185). ...
Whilst protected by equality laws, lesbian gay and bisexual (LGB) teachers have varying experiences within United Kingdom schools. Schools are predominantly heteronormative, moreover LGB has been positioned as in conflict with discourses of childhood innocence. However, recently there is more expectation of inclusion of diverse gender and sexualities. Although how this is enacted is inconsistent within and between schools. By drawing on interview data conducted in 2020, this research analyses the experiences of LGB teachers. Moreover, it brings together two bodies of literature that do not often speak to each other—research that explores teacher identity and research that centers LGB teacher identity. Findings suggest there are commonalities between these bodies of research, for instance around the importance of ‘being yourself’ and of teachers’ past experiences. However, there is special significance for LGB teachers whose identities have historically been denied in schools, because of their sexual identity. In addition, there is the expectation under neoliberalism of individuals actioning inclusion. As such, the LGB teacher may become a pedagogical resource. None of this is equally available, although marketized notions of diversity place responsibility onto the individual. In their actions, the LGB teacher identity is always professional, personal and political.
... Using violence is also a moral justification for this gender ideology to continue to strengthen its existence as a dominant perspective in society. As shown in standpoint theory (Harding, 2004), there is a relationship between knowledge production and power practices as a consequence of the influence of Marxism. The existence of patriarchal ideology becomes inevitable when a feminist perspective enters it. ...
The journalistic problem that arises when covering women issues at national and global levels showed that the dominant issues in the mass media were masculine. Women issues were dominant in alternative media. It was assumed that the alternative media use feminist journalism framing in its content. This research used media framing theory as the second level of agenda-setting theory that is supported by standpoint theory in critical paradigm to understand the phenomena. It used descriptive-qualitative approach with critical framing analysis design. The object of study covered 39 articles in February 2022 edition of Konde.Co and Magdalene.Co. The alternative media were chosen because they had feminist vision. The data was analyzed using Robert T. Entmant’s procedure, namely: define problem; diagnosis of causes; make moral judgments; and treatment recommendations. The results showed that almost all the existing articles applied the principles of feminist journalism. The framing of women-related news was more dominant particularly the issue of violence against women. This issue was dominant since until right now it is still happening actually in society. Violence is used by men to subjugate women. Patriarchal power relations are assumed to be behind this phenomenon. This research concluded that the framing of feminist journalism focused on violence against women in public domain committed by men abusers in the position as husbands, lovers, teachers, friends, medical workers, co-workers or public figures. Patriarchism gave men the privilege of using violence as a natural thing to do. Being a feminist man and empowered woman, as well as firm law enforcement were recommendations emphasized in this framing.
... Moreover, paying attention to asylum-seeking children's articulated emotions might provide important insights into representations of children's felt experiences. This standpoint approach is hence a political project that aims to generate "situated knowledge", taking as its starting point arriving at an understanding of how the social order is experienced by a specific marginalized group (Haraway, 1988;Harding, 2004). This approach is especially appropriate in ethnography with asylum-seeking children, whose voices are often marginalized. ...
Sally Haslanger has proposed a process on how subordinated groups can reveal and resolve social injustice, in which she appeals to a standpoint theoretical view. Here, the authors discuss Haslanger’s positions regarding feminist standpoint theory. In a comparative analysis, they discuss Haslanger’s views regarding seven characteristic features of feminist standpoint theory, which they developed from positions of its main proponents. Based on this analysis, they argue that Haslanger, even though she has not explicitly committed herself to such a view, indeed holds a standpoint theoretical view. Building on that, the authors highlight two further aspects: First, as they find an emphasis of empirical knowledge in her work, they argue that Haslanger’s account of feminist standpoint theory shows parallels with Intemann’s account of feminist standpoint empiricism. Second, the authors discuss how those who are not directly affected can engage in a demand for social justice of subordinated groups within Haslanger’s framework.
Ustundag, Ebru, and Damaris Rose. 2024. "Feminist methodologies for critical urban research: interrogating and reimaging epistemic justice (Chapter 41)." In Elgar International Handbook on Gender and Cities, edited by Linda Peake, Grace Adeniyi-Ogunyankin and Anindita Datta, 439-448. Cheltenham, UK: Edward Elgar Publishing. https://www.elgaronline.com/edcollchap/book/9781786436139/bookpart-9781786436139-58.xml.
This chapter contributes to unsettling archaeology by addressing the asymmetry in community-based research, which is the ‘meeting-ground’ of Indigenous and non-Indigenous people, which needs to be acknowledged, recognised and addressed in academic research. This chapter is based on our research on animal trapping techniques by indigenous people in Dibang Valley of Arunachal Pradesh. Keeping ‘data’ as the anchor of our chapter, we discuss its various forms and transformations from the site of knowledge production to its consumption in the academic world. We track the ‘data’ and its ‘afterlives’ and show how data continues to shape the field, knowledge production and consumption in community-based research. As both ‘outsiders’ and ‘insiders’ to the study area, we unfold the multiple dilemmas of our positionalities and the power dynamics that make data an important value-added product for academics. Data sovereignty becomes crucial in community-based research where indigenous knowledge systems are involved. Data collected from indigenous societies gain more power and become a resource for future research projects, making the ‘afterlives’ of data more eventful and beneficial for academia than the indigenous peoples. This asymmetry needs to be acknowledged, recognised and addressed in community-based research.
This PhD thesis focuses on young women in small rural communities in Iceland and different social factors that influence their residence and residential satisfaction in these locations. Special emphasis is placed on the social control of gossip and the effects it has on women.
The research is based on quantitative and qualitative methods. Quantitative data was obtained by surveys conducted in Iceland in 2019-2020 in the project Residential Stability and Migration. The results show that the social control of gossip affects the migration intentions of both men and women. Those who perceive much gossip about their love life are twice as likely to have migration intentions than people who do not experience much gossip about their love- life. Of those who have already migrated to the Capital Region from rural areas, women who mention gossip as a reason for prior migration are statistically less likely to return than other migrants.
Qualitative data comes from interviews conducted with women in small coastal communities in Iceland in 2019-2021. The interviews focused on gossip, and how the women perceive gossip in their community. The results show that there is gendered social control and slut-shaming in these small communities, where women’s freedom to enjoy privacy is restricted without being the subject of gossip. The women show avoidance behaviour whereby the fear of gossip and shaming affects their actions and behaviour. Single women especially experience strong social control when it comes to sexual activities and love life.
El artículo abordará el análisis de la experiencia de la Diplomatura en estudios de violencias de género y resistencias feministas del Museo Evita (Buenos Aires/Argentina). Se analizará la propuesta educativa como un proceso de formación que recupera aportes de la educación popular y de los estudios académicos de género para construir un enfoque educativo feminista. La revisión de esta experiencia hace énfasis en los modos en que se construye la vinculación entre estudiantes como un modo de aprendizaje colectivo.
BBW culture has largely remained beneath scholarly interest. As a foundational project exploring these spaces, the choice of methodology was vitally important. In this chapter, I ground the work in feminist standpoint epistemologies before framing the specific methods used: in-depth interviewing and autoethnography. Finally, I explore the frameworks for the analysis later in the book, situating the work in qualitative approaches to thematic analysis guided by feminist frameworks.
Rechtspopulismus und Autoritarismus, Auseinandersetzungen um »Identitätspolitik«, die Digitalisierung der öffentlichen Debatte und die Macht von Verschwörungstheorien führen zu tiefgreifenden sozialen, kulturellen und politischen Transformationsprozessen. Für die Untersuchung dieser Transformationen sind die Theorien des Politischen und der radikalen Demokratie besonders geeignet, da sie die grundsätzliche Fragilität der liberalen Ordnung analysieren. Fraglich ist jedoch, ob die radikaldemokratische Forderung nach einer Disruption der liberalen Ordnung die richtige Antwort auf die beschriebenen Transformationen ist. Die Beiträge unternehmen eine kritische Revision der Theorien des Politischen und erschließen damit das gegenwartsanalytische Potential radikaldemokratischer Ansätze für die 2020er Jahre.
The history, origin, content and focus of feminism in general was characterised by fragmented approaches that took into account the realities and experiences of a particular group of women who had voice and privilege, mostly White middle class women, at the expense of African and other marginalised and disadvantaged women. In line with views by Sojourner Truth, Tone Code Bambara rhetorically presented such concerns by saying “How relevant are the truths, the experiences, the findings of White Women to Black Women?'' The chapter looked at how the feminist standpoint theory relates to African women in Africa and in the diaspora. A brief history of the theory is given and the influence of Marxist thinking on the development of this theory presented. Three principal claims of the theory are discussed. The discussion on the criticisms of the theory bring the chapter to a close.
This chapter centers voices that are traditionally excluded from the anthropological canon in order to read a feminist praxis back into anthropology’s feminist theory and methodology. The authors excavate key debates and practices that yield insight into the liberatory potentiality of feminist anthropology. First, they explore questions around gender, sexuality, and the authority of the knowledge producer. Then, they query how the sexual and gendered mythos of the researcher clings to their research and the way the researcher is integrated into the field of anthropology, taking examples from anthropological history and debates around auto-ethnography. The third section explores how self-knowledge folds into feminist traditions of situated knowledges, particularly as it is engaged by Black feminist anthropologists, women of color, and queer thinkers. The fourth section revisits the work of performance and choreography in our field, navigating the political forces and forms of embodiment revealed through these methodological approaches. The chapter ends by drawing together questions of authority, autoethnography, situated knowledge, and the high stakes of performance through the case of sexual and gender-based violence to illustrate methodological and epistemological possibilities within anthropological research.
This article will concentrate on the discourses that circulated around the literary genre of the Bengali fairy tale as it developed in the late nineteenth and early twentieth century India, especially regarding its ownership and genesis, and the interaction of this with the political/social debates/discourses surrounding the position and role of women. The discourses generated through the various prefaces and commentaries that accompanied the story collections, constructed a certain idea of the national woman as the bearer of tradition. They posit a theory of the sustenance of indigenous cultural traditions (which included story telling traditions) in her tremendous capacity for all-consuming love. At the same time, the story texts presented and focused on self-sacrificing heroines who fit into the model of indigenous womanhood that was being constructed during this period. This article will argue that these discourses were built on a series of erasures of women’s voices, life stages and emotional spectrums but were serving the purpose of proving the superiority of indigenous traditions over that of the British imperialists. This project of defending Indian tradition, a central aspect of the cultural resistance to British imperialism, was a masculinist project. It reduced women to being mere sites and objects of knowledge.
Bir araştırma nasıl ve niçin yapılamaz? Feminist bir araştırmacı olarak edinemediğimiz bilgiler edinebildiklerimizden fazla olduğunda ya da geçiştirildiğimizde ne(leri) yapma(ma)lıyız? Araştırmamız bazen bize verilen eksik bilgiler, soramadığımız sorular, oldukça zor kopardığımız randevular ve günlerce beklemekten ibaretse nasıl bir yol izlemeliyiz? Bilgi kaynaklarımızdan tutalım girişimlerimize, araştırmanın seyri için bulduğumuz çözümlere ve sessiz kalmayı tercih ettiğimiz meselelere kadar araştırma bize kendimizi nasıl hissettiriyor? Ya da bizi nasıl konumlandırıyor? Bu makalede, devam etmekte olan, Türkiye’deki Ortodoks ve Katolik rahibelerin karşılıksız emeğini feminist antropolojik bakış açısıyla konu edinen doktora tezimin alan çalışmasında karşılaşılan kimi durumlar paylaşılmıştır. Bu doğrultuda feminist bir araştırmacının yaşayabileceği ikilemlerden, konumlanışı, bulunduğu veya bulunamadığı girişimler hakkında ne(ler) hissedebileceğine kadar bir araştırmanın görünen yüzünden daha çok arka planını öne çıkaran özdüşünümsel diyebileceğimiz çeşitli bilgilere yer verilmiştir. Konu seçiminden alan çalışmasında yaşadığımız zorluklara kadar bir araştırmanın arka planını bu denli önemli kılan araştırmacının kendisinin de bu süreçte görünür olması değil midir? Söz konusu araştırmanın alan çalışması kısmından elde edilen bu bilgiler, araştırmacının çoğunlukla başlangıcındaki deneyim ve gözlemlerine dayanmaktadır. Bu yönüyle de çalışma bize, araştırmacıya atfedilen dinsel kimlik, araştırmacının toplumsal cinsiyeti ve perspektifinin araştırmanın gidişatında ne kadar belirleyici olduğunu göstermektedir.
This paper demonstrates how institutional ethnography provides a way forward for social scientists to explore how social organization of work shape people’s daily lives and transform their experiences into institutional knowledge. Institutional ethnography is a qualitative method of inquiry taking individual’s experience and standpoint as a starting point and try to explore the textually mediated forms of coordination and control in institutional settings. According to this theory, institutional texts are tools that transform subjects' experiences into knowledge necessary for institutional functioning. Institutional ethnography claims that the transformation of knowledge leads the a bifurcation between the reality of the owner of the actual experience and the institutional reality. As a result, the individual whose experience is processed and transformed for the needs priorities of the system is alienated from his/her own experience and becomes disadvantaged against the institutional system. Within this regard, institutional ethnography has a critical and activist perspective with its search for power relations and social inequalities within institutional organizations. In this paper, the theoretical and philosophical foundations of institutional ethnography, and its main concepts and principles as a research methodology are revealed by the systematic review of the relevant literature. In addition, the differences and common aspects of institutional ethnography from other sociological theories such as the feminist standpoint approach, Marxist theory, ethnomethodology and phenomenology have been tried to be revealed.
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