A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation Later

2012 ◽  
Vol 82 (4) ◽  
pp. 513-539 ◽  
Author(s):  
Dolores Calderón ◽  
Dolores Delgado Bernal ◽  
Lindsay Pérez Huber ◽  
María Malagón ◽  
Verónica Nelly Vélez
Keyword(s):  
Educational Research ◽  
Ways Of Knowing ◽  
Review Article ◽  
Gloria Anzaldua ◽  
Feminist Epistemology ◽  
Harvard Educational Review ◽  
Theoretical Concepts ◽  
Decolonizing Methodologies ◽  
Chicana Feminist Epistemology ◽  
Feminist Epistemologies

this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal's 1998 Harvard Educational Review article, “Using a Chicana Feminist Epistemology in Educational Research.” They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, create decolonizing methodologies, and build upon what it means to utilize Chicana feminist epistemology in educational research. Moreover, they demonstrate how such work provides new narratives that embody alternative paradigms in education research. These alternative paradigms are aligned with the scholarship of Gloria Anzaldúa, especially her theoretical concepts of nepantla, El Mundo Zurdo, and Coyolxauhqui. Finally, the authors offer researcher reflections that further explore the tensions and possibilities inherent in employing Chicana feminist epistemologies in educational research.

Chicana Feminist Epistemology: Past, Present, and Future

2012 ◽  
Vol 82 (4) ◽  
pp. 511-512
Keyword(s):  
Oral History ◽  
Educational Research ◽  
Feminist Epistemology ◽  
Interpretive Repertoires ◽  
History Of ◽  
Chicana Feminist Epistemology ◽  
Critical Direction

In 1998, Dolores Delgado Bernal charted a path from Gloria Anzaldúa's Borderlands into the heart of educational research in the pages of this journal. Drawing inspiration and critical direction from Chicana feminists and feminists of color more broadly, Delgado Bernal sought to interrupt habits of “epistemological racism” in educational research. Her article “Using a Chicana Epistemology in Educational Research” criticized conventional notions of objectivity and universal foundations of knowledge for erasing the specific intersectionality and location of Chicana experiences. Delgado Bernal defined cultural intuition as the deliberate employment of Chicana identity—its substance and its expression—in the theoretical and interpretive repertoires of Chicana researchers. She then, by example, through an oral history of Chicana students, showed how this feminist framework served the broader aims of educational research by amplifying rather than silencing Chicana voices. The article and the framework it put forth inspired a number of researchers and theorists.

A Letter from the South

1969 ◽  
Vol 39 (2) ◽  
pp. 348-356 ◽  
Author(s):  
William Brazziel
Keyword(s):  
Educational Research ◽  
American Educational Research Association ◽  
Review Article ◽  
Harvard Educational Review ◽  
Research Association ◽  
The South ◽  
World Report

This letter came, in its earliest form, even before subscribers had received their copies of the Winter issue. Mr. Brazziel had been following the Jensen controversy ever since Dr. Jensen spoke to the American Educational Research Association in 1968. When news of the Harvard Educational Review article reached Mr. Brazziel through local publicity (newspapers and the coverage in U. S. News and World Report) the correspondence printed below began. In subsequent issues of the Review we expect to print further letters and comments from our readers.

Using a Chicana Feminist Epistemology in Educational Research

1998 ◽  
Vol 68 (4) ◽  
pp. 555-583 ◽  
Author(s):  
Dolores Delgado Bernal
Keyword(s):  
Educational Research ◽  
White Women ◽  
Life Experiences ◽  
Research Process ◽  
Feminist Epistemology ◽  
Student Resistance ◽  
Opportunity Structures ◽  
Complex Process ◽  
Chicana Feminist Epistemology ◽  
Epistemological Framework

In this article, Dolores Delgado Bernal outlines a Chicana feminist epistemological framework that is new to the field of educational research. This framework, which draws from the existing work of Chicana feminists, questions the notions of objectivity and a universal foundation of knowledge. A Chicana feminist epistemology is also grounded in the life experiences of Chicanas and involves Chicana research participants in analyzing how their lives are being interpreted, documented, and reported, while acknowledging that many Chicanas lead lives with significantly different opportunity structures than men or White women. As part of this framework, Delgado Bernal also introduces the concept of cultural intuition to name a complex process that acknowledges the unique viewpoints that many Chicana scholars bring to the research process. In the latter half of the article, she illustrates the importance of this framework in educational research by describing an oral history project on Chicana student resistance and activism as seen from this framework. Her conceptual discussion and research example together demonstrate that employing a Chicana feminist epistemology in educational research is one means of resisting traditional paradigms that often distort or omit the experiences and knowledge of Chicanas. (pp. 555-582)

Indigenous Girls Write, Right!? Unsettling Urban Literacies with Indigenous Writing Pedagogies

2021 ◽  
pp. 004208592110039
Author(s):  
Nora Alba Cisneros
Keyword(s):  
Critical Race Theory ◽  
Urban Schools ◽  
Educational Research ◽  
Adolescent Girls ◽  
Urban School ◽  
Feminist Epistemology ◽  
Race Theory ◽  
Tribal Critical Race Theory ◽  
Writing Pedagogies ◽  
Chicana Feminist Epistemology

This article begins with the fundamental premise that Indigenous adolescent girls are writers. Indigenous adolescent girls speak and write in multitudes of voices, yet their physical and literary presence is often unaccounted in educational research and writing. Guided by the theoretical insights of Chicana Feminist Epistemology and Tribal Critical Race Theory this paper illuminates how Indigenous Writing Pedagogies (IWP) emerged to acknowledge land and gendered relationships in urban schools. The author presents implications for Indigenous notions of literacies and relationships that can be elevated by educators working in and out of urban school spaces.

Subject Matter Analysis in Physical Education

2015 ◽  
pp. 229-248
Author(s):  
Carolina Picchetti Nascimento
Keyword(s):  
Physical Education ◽  
Educational Research ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Dialectical Materialism ◽  
Point Of View ◽  
School Subject ◽  
Theoretical Concepts ◽  
Philosophical Foundations

Educational research grounded in the theoretical perspective of developmental teaching can provide some ideas, challenges, and proposals to be discussed. From a developmental perspective, the fundamental content of teaching and learning covers the theoretical concepts of each school subject. Through the area of physical education, the author discusses the process for identifying and systematizing the theoretical concepts that organize school subjects. This discussion is proposed from the point of view of its philosophical foundations in dialectical materialism and from concrete possibilities and challenges in educational research. Through analysis and systematization of the essential and necessary relations that organize physical education and by an attempt at making these relations concrete, the author highlights the value and challenges that arise during a process of a subject matter analysis in educational research.

Feminist Epistemology: An Interpretation and a Defense

Hypatia ◽  
1995 ◽  
Vol 10 (3) ◽  
pp. 50-84 ◽  
Author(s):  
Elizabeth Anderson
Keyword(s):  
Social Epistemology ◽  
Ways Of Knowing ◽  
Feminist Research ◽  
Feminist Epistemology ◽  
Cognitive Differences ◽  
Production Of Knowledge

Feminist epistemology has often been understood as the study of feminine “ways of knowing.” But feminist epistemology is better understood as the branch of naturalized, social epistemology that studies the various influences of norms and conceptions of gender and gendered interests and experiences on the production of knowledge. This understanding avoids dubious claims about feminine cognitive differences and enables feminist research in various disciplines to pose deep internal critiques of mainstream research.

Feminist epistemology Piercy’s Woman on the edge of time

1989 ◽  
Vol 10 (1) ◽  
pp. 15
Author(s):  
Billie Maciunas
Keyword(s):  
Social Activity ◽  
Natural Sciences ◽  
Feminist Epistemology ◽  
Sandra Harding ◽  
Critical Interpretation ◽  
Knowledge Seeking ◽  
Feminist Epistemologies

Sandra Harding's view of science as a social activity leads her to propose critical interpretation as a mode of knowledge-seeking particularly useful for theorizing "the effects on the natural sciences of gender symbolism, gender structure, and individual gender." I have chosen Piercy's novel, Woman on the Edge of Time, with a view toward discovering how a contemporary American feminist writer envisions a non-gendered society. Specifically, I will examine some of the ways in which Piercy's imaginary culture relates to Harding's discussion of feminist epistemologies that are emerging as a response to sexist, classist and racist policies in science. A visão de Sandra Harding da ciência como uma atividade social, leva-a a propor uma interpretação crítica como um modo de conhecimento particularmente útil para teorizar "os efeitos nas ciências naturais de simbolismo de gênero, estrutura de gênero, e gênero individual." Escolhi o romance de Piercy, Woman on the Edge of Time, com o objetivo de descobrir como a escritora feminista contemporânea vê uma sociedade isenta de gênero. Especificamente, examinei algumas formas em que a cultura imaginária de Piercy relaciona-se com a discussão das epistemologias feministas de Harding, que estão emergindo como uma resposta a políticas sexistas, classistas e racistas.

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