scholarly journals Professionalism from the standpoint of early childhood educators

2021 ◽  
Author(s):  
Shani Halfon
Keyword(s):  
Early Childhood ◽  
Qualitative Interviews ◽  
Early Childhood Educators ◽  
Standpoint Theory ◽  
Feminist Standpoint Theory ◽  
Feminist Standpoint ◽  
Everyday Work ◽  
New Knowledge ◽  
Material Conditions ◽  
The Relationship

In this research project, findings from qualitative interviews with four early childhood educators (ECEs) in Toronto, Ontario are presented. Using Feminist standpoint theory and methodology as a guiding theoretical framework and research paradigm, the purpose of this research was to examine professionalism from the particular standpoint of ECEs. The findings presented in this paper indicate that feminist standpoint theory and methodology offer the means for revealing what ECEs think and want as professionals, and can be used as a theoretical tool to analyze the relationship between the experienced, material realm and the conceptual, discursive realm of ECE professionalism. A thematic analysis of the collected data identified two themes. The first theme illuminates the lived realities of ECE work, and highlights how ECEs' experiences of professionalism are shaped by their material conditions. These lived realities however, are to a certain extent at odds with the meanings that the ECEs in this project ascribe to professionalism in the second theme, which appear to be shaped by dominant discourses about professionalism. The discussion of the findings focuses on the process of building new knowledge that accounts for these contradictions and aims to address the divide between the conceptual realm of professionalism with the material, experienced realm of ECEs' everyday work.

scholarly journals Professionalism from the standpoint of early childhood educators

2021 ◽  
Author(s):  
Shani Halfon
Keyword(s):  
Early Childhood ◽  
Qualitative Interviews ◽  
Early Childhood Educators ◽  
Standpoint Theory ◽  
Feminist Standpoint Theory ◽  
Feminist Standpoint ◽  
Everyday Work ◽  
New Knowledge ◽  
Material Conditions ◽  
The Relationship

In this research project, findings from qualitative interviews with four early childhood educators (ECEs) in Toronto, Ontario are presented. Using Feminist standpoint theory and methodology as a guiding theoretical framework and research paradigm, the purpose of this research was to examine professionalism from the particular standpoint of ECEs. The findings presented in this paper indicate that feminist standpoint theory and methodology offer the means for revealing what ECEs think and want as professionals, and can be used as a theoretical tool to analyze the relationship between the experienced, material realm and the conceptual, discursive realm of ECE professionalism. A thematic analysis of the collected data identified two themes. The first theme illuminates the lived realities of ECE work, and highlights how ECEs' experiences of professionalism are shaped by their material conditions. These lived realities however, are to a certain extent at odds with the meanings that the ECEs in this project ascribe to professionalism in the second theme, which appear to be shaped by dominant discourses about professionalism. The discussion of the findings focuses on the process of building new knowledge that accounts for these contradictions and aims to address the divide between the conceptual realm of professionalism with the material, experienced realm of ECEs' everyday work.

scholarly journals Feminist Standpoint and Question of Women Participation in Decision-Making, in Nepal

2016 ◽  
Vol 10 ◽  
pp. 202-220
Author(s):  
Binda Pandey
Keyword(s):  
Critical Theory ◽  
Cultural Values ◽  
Point Of View ◽  
Standpoint Theory ◽  
Feminist Standpoint Theory ◽  
Feminist Standpoint ◽  
Production Of Knowledge ◽  
Scientific Disciplines ◽  
Social Scientific ◽  
The Relationship

Feminist standpoint theory emerged in the 1970s. As a feminist critical theory it focuses on the relationship between the production of knowledge and practices of power. It can be considered as a blended form of Marxist feminist, critical theory and a range of social scientific disciplines. Feminist standpoint helps to understand and explain the world through marginalized, subordinated and oppressed women's point of view in the society considering them as knowledgeable. It is the process of mainstreaming their knowledge, skill and experiences. Feminist standpoint focuses on power relations, which is broadly cultivated on cultural values and assigned gender role. In this context, feminist standpoint could be a theoretical basis to mainstream women's knowledge, skill and experiences, instead of conventional way of thinking and doing things with taking into account the knowledge and experiences of dominant groups.

Who Knows? Reflexivity in Feminist Standpoint Theory and Bourdieu

2020 ◽  
Vol 34 (6) ◽  
pp. 922-950
Author(s):  
Paige L. Sweet
Keyword(s):  
Social Power ◽  
Historical Analysis ◽  
Theoretical Models ◽  
Relational Theory ◽  
Standpoint Theory ◽  
Feminist Standpoint Theory ◽  
Research Subjects ◽  
Feminist Standpoint ◽  
Reflexive Sociology ◽  
Object Of Study

Though the invocation to be “reflexive” is widespread in feminist sociology, many questions remain about what it means to “turn back” and resituate our work—about how to engage with research subjects’ visions of the world and with our own theoretical models. Rather than a superficial rehearsal of researcher and interlocutor standpoints, I argue that “reflexivity” should help researchers theorize the social world in relational ways. To make this claim, I draw together the insights of feminist standpoint theory and Bourdieu’s reflexive sociology to lay the foundation for a renewed reflexive project that centers epistemic privilege, the idea that positions of structural exclusion provide the best resources for theorizing social power. Reflexive sociology should consider interlocutors’ experiences of exclusion and contradiction, engaging with sites of alternative knowledge and incorporating them into the object of study. This type of reflexivity provides improved resources for relational theory building. I offer support for these theoretical arguments with a historical analysis of knowledge production in the feminist anti-violence movement.

scholarly journals The application of Feminist Standpoint Theory in social research

2020 ◽  
Vol 11 (2) ◽  
pp. 307-318
Author(s):  
María Silvestre Cabrera ◽  
María López Belloso ◽  
Raquel Royo Prieto
Keyword(s):  
Social Research ◽  
A Priori ◽  
Standpoint Theory ◽  
Feminist Epistemology ◽  
Feminist Standpoint Theory ◽  
Social Construction Of Reality ◽  
Feminist Standpoint ◽  
Women's Voices ◽  
The Social ◽  
Situated Perspective

This article assumes a priori that feminist epistemology must necessarily imply the definition and application of a methodology that is capable of analysing knowledge from a situated perspective, making visible the restrictions of gender, class, ethnicity, and in summary, of the social location.  Feminist Standpoint Theory (FST) set out by authors such as Sandra Harding, calls on those who have not had access to power and areas of decision-making to participate in the construction of knowledge and in the social construction of reality. In this article, we will claim for a need of a sociological investigation based on FST and provide some examples and evidence of the knowledge generated by women's voices building on the analysis of 10 doctoral theses. The methodology used is based on the analysis of the topics chosen by the thesis, the formulation of its objectives and the bibliography used. Likewise, we have developed a so-called “Harding test” grounded on her postulates, which has allowed us to assess the doctoral theses analysed and to reflect about the empirical contributions of the research, the feminist commitment and what the subject / object relationship should be in feminist epistemology.

A Socially Relevant Philosophy of Science? Resources from Standpoint Theory's Controversiality

Hypatia ◽  
2004 ◽  
Vol 19 (1) ◽  
pp. 25-47 ◽  
Author(s):  
Sandra Harding
Keyword(s):  
Philosophy Of Science ◽  
Standpoint Theory ◽  
Political Life ◽  
Feminist Standpoint Theory ◽  
Feminist Standpoint ◽  
Western Intellectual ◽  
Socially Relevant

Feminist standpoint theory remains highly controversial: it is widely advocated, used to guide research and justify its results, and yet is also vigorously denounced. This essay argues that three such sites of controversy reveal the value of engaging with standpoint theory as a way of reflecting on and debating some of the most anxiety-producing issues in contemporary Western intellectual and political life. Engaging with standpoint theory enables a socially relevant philosophy of science.

Standpoint Epistemology Without the “Standpoint”?: An Examination of Epistemic Privilege and Epistemic Authority

Hypatia ◽  
1997 ◽  
Vol 12 (2) ◽  
pp. 125-139 ◽  
Author(s):  
Marianne Janack
Keyword(s):  
Standpoint Theory ◽  
Epistemic Authority ◽  
Feminist Standpoint Theory ◽  
Feminist Standpoint ◽  
Standpoint Epistemology

In this paper I argue that the distinction between epistemic privilege and epistemic authority is an important one for feminist epistemologists who are sympathetic to feminist standpoint theory, I argue that, while the first concept is elusive, the second is really the important one for a successful feminist standpoint project.

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