Developing Feminist-Decolonial-Capabilities for Emancipatory Pedagogy: A Case of Gulf-Arab Women’s Learner-Positionalities

Zoe Hurley, Zayed University

Document Type

Book Chapter

Source of Publication

Palgrave Studies in Educational Philosophy and Theory

Publication Date

3-25-2024

Abstract

To build expansive conceptions of emancipatory pedagogy, this theoretical study develops a novel framework of feminist-decolonial-capabilities to consider the case of Gulf-Arab women learners studying at a university in the United Arab Emirates. The study is grounded in Gulf-Arab feminism, decolonalism and gender capabilities theory. The framework is developed via three broad theoretical processes: first, feminist rethinking of universalist conceptions of women’s pedagogic emancipation; second, decolonial perspectives of learners and learning are grounded in the local sociocultural context; and third, a capabilities approach is adapted to reconsider Gulf-Arab women’s learner-positionalities, in relation to subjectification, technological artefacts and pedagogic spaces (both online and online). Via these formulations, the intervention contributes to the field of emancipatory pedagogy by rethinking static, androcentric and ethnocentric assumptions of learner-positionalities. Overall, the framework contributes state-of-the-art iterative reorientations of emancipatory pedagogy as occurring in interconnection with Gulf-Arab women learners themselves, who are conceived as possible agents in driving, articulating and expanding learner-positionalities.

ISBN

978-3-031-47043-1, 978-3-031-47044-8

ISSN

2731-0795

Publisher

Springer International Publishing

First Page

117

Last Page

136

Disciplines

Social and Behavioral Sciences

Indexed in Scopus

no

Open Access

no

Link to Full Text

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