Epistemic Injustice and Feminist Education: The Case of the Centre for Women’s Studies in Zagreb
In: Journal of the History of Women Philosophers and ScientistsSearch for other papers by Anita Dremel in
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Abstract
The aim of this paper is to analyse and discuss critical aspects of practicing women’s studies and the complex politics involved in it, including the changes in how feminist voices have been articulated, based on the example of the Centre for Women’s Studies (cws) in Zagreb. In addition to a descriptive and historical contribution, a lens of epistemic injustice and feminist epistemology will be used to analyse primarily the processes of independent education organized by the cws. The notions of testimonial and hermeneutical epistemic injustice as well as epistemic credit and epistemic authority are used to discuss aspects of independent feminist education at the cws in Zagreb, including formal pedagogical aspects (feminist classroom), the content studied, and issues of epistemology (critique of androcentrism). In addition to the study of relevant literature, this paper methodologically relies on the analysis of documents on changes in the study programme and semi-structured informant interviews with women active in the work of the cws.
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Epistemic Injustice and Feminist Education: The Case of the Centre for Women’s Studies in Zagreb
In: Journal of the History of Women Philosophers and ScientistsSearch for other papers by Anita Dremel in
Current site
Google Scholar
PubMed
Abstract
The aim of this paper is to analyse and discuss critical aspects of practicing women’s studies and the complex politics involved in it, including the changes in how feminist voices have been articulated, based on the example of the Centre for Women’s Studies (cws) in Zagreb. In addition to a descriptive and historical contribution, a lens of epistemic injustice and feminist epistemology will be used to analyse primarily the processes of independent education organized by the cws. The notions of testimonial and hermeneutical epistemic injustice as well as epistemic credit and epistemic authority are used to discuss aspects of independent feminist education at the cws in Zagreb, including formal pedagogical aspects (feminist classroom), the content studied, and issues of epistemology (critique of androcentrism). In addition to the study of relevant literature, this paper methodologically relies on the analysis of documents on changes in the study programme and semi-structured informant interviews with women active in the work of the cws.
| All Time | Past 365 days | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 667 | 524 | 25 |
| Full Text Views | 11 | 8 | 3 |
| PDF Views & Downloads | 31 | 15 | 8 |
