Gender, the Postmodern Paradigm Shift, and Pedagogical Anthropology

• Schools are supposed to impart social values to the younger generation. Thus, it is important that any evaluation of an educational agenda should include sounding out its explicit and implicit ethical underpinnings. This agenda is addressed in this article as an integral part of pedagogical professionality; and gender is one aspect of this fathoming because the current levels of gender inequality are an ethical issue. This chapter discusses the differences it makes to improving gender inequality, if researchers and educators consider gender and pedagogy through the lens of the body-phenomenological approach, which is launched within ‘material feminism’, coined by Stacy Alaimo & Susan Hekman (2008, 3). The educational perspective adopted is that of Pedagogical Anthropology, which has distanced itself from any claim to universality. It refers back to the Enlightenment through an epistemological and social discussion in which it establishes the concept of pedagogical knowledge. This contesting the dominant values that have become contemporaneously associated with researching and evaluating pedagogy in education, instead it focuses knowledge as contextualized and dependent on perspectives and methods; and as a process through which one’s own understandings get related to those of others (Wulf 2003, 143f.).

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

Pedagogical anthropology

tacit knowing

material feminism

corporeality

partial perspective

pedagogik med inriktning mot utbildningsvetenskap

Educational Science

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