32 KB217 KB31 KB200620202012Vendramin, Valerijaštevilka:1/2letnik:23str. 85-94, 268-269ISSN:1581-6036COBISSID:2406999URN:URN:NBN:SI:doc-JWB8I2FAenSlovensko društvo raziskovalcev šolskega poljaŠolsko poljecurriculumeducationeducational researchfeminist epistemologyfeministična epistemologijagenderkurikulumpedagoško raziskovanjesituated knowledgesspolvzgoja in izobraževanjeWhy feminist epistemology matters in education and educational research|The starting point of this contribution is feminist epistemology and above all its influential concept of situated knowledge (as developed above all by D. Haraway in science). Their importance for the field of education is investigated as well as the presentation of certain fundamental postulates highlighting above all the socially embedded knowing subject whilst paying attention to the practice of feminist objectivity. Furthermore, the hidden curriculum, which can be taken to be an epistemological topic, is brought to the forefront, on the basis of which, the range of the approach taking into consideration situated knowledge is illustrated. By focusing on the category of gender (but not excluding other social axes of domination) a common sense approach is taken, which prevents an insight into the specificity of context and self-reflection on how we reached understanding, what the "tacit" cultural premises are and which domination relations help define our views in educationIzhodiščna točka mojega prispevka je feministična epistemologija in predvsem njen vplivni koncept umeščenih vednosti (kot ga je v znanosti razvila predvsem D. Haraway). Izpostaviti poskušam njuno relevantnost za polje vzgoje in izobraževanja. Dotaknem se nekaterih temeljnih izhodišč, predvsem družbene umeščenosti spoznavajočega subjekta, in opozorim na prakso t. i. feministične objektivnosti. V nadaljevanju postavim v ospredje prikriti kurikulum, ki ga berem kot epistemološko temo, s katero ilustriram domet pristopa, ki upošteva t. i. politiko umeščenih vednosti. Ob kategoriji spola (ob čemer ne izključujem drugih družbenih osi dominacije) se poskušam spopasti z zdravim razumom, ki onemogoča uvid v specifičnosti konteksta in (samo)refleksijo, kakšne so "tihe" kulturne predpostavke in kakšna so oblastna razmerja, ki sooblikujejo naš pogled v vzgoji in izobraževanjuTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja