Document Type
Article
Source of Publication
Academic Journal of Interdisciplinary Studies
Publication Date
1-1-2019
Abstract
© 2019 Khadija Alhumaid. This is an open access article licensed under the Creative Commons Attribution-NonCommercial-NoDerivs License (http://creativecommons.org/licenses/by-nc-nd/3.0/). The present paper reports on the views of four prominent feminist intellectuals and philosophers (Maxine Greene, bell hooks, Christine Sleeter and Patti Lather) and how their ideas, coloured by their lifestyles, experiences, careers and beliefs, impacted the educational field. In common, these feminists championed the universal values of equality, freedom, pluralism using different educational and political stratagems. Together, they mapped new terrains of equity and fairness and anti-racist practices as social and educational practices. A free informed conscientious aesthetic and artistic imagination in addition to a multicultural approach to education are viewed as a salvation act from the taken-for-granted perceptions and routines as well as an emancipation of students' brains from race, class and gender prejudices. It is concluded that these ideas, if put into practice, are liable to improve education as they pay heed to taking care of marginalized women, enhancing democratic teaching and building a healthy educational climate where both teachers and students are connected to the wider community.
DOI Link
ISSN
Publisher
Richtmann Publishing Ltd
Volume
8
Issue
3
First Page
31
Last Page
44
Disciplines
Education | Social and Behavioral Sciences
Keywords
Bell hooks, Christine Sleeter, Educational theory, Feminism, Maxine Green, Patti Lather
Scopus ID
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Alhumaid, Khadija, "Feminist perspectives on education and pedagogy: A meta-synthetic insight into the thought of four American philosophers" (2019). All Works. 1667.
https://zuscholars.zu.ac.ae/works/1667
Indexed in Scopus
yes
Open Access
yes
Open Access Type
Hybrid: This publication is openly available in a subscription-based journal/series