Engaging with commonality and difference: Theoretical tensions in the analysis of working-class women's educational discourses
Engaging with commonality and difference: Theoretical tensions in the analysis of working-class women's educational discourses
复制标题
关注共性与差异：工人阶级女性教育话语分析中的理论张力
DOI：
10.1080/09620210100200065
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发表时间：
2001
影响因子：
1.3
通讯作者：
Carole Leathwood
中科院分区：
文献类型：
--
作者：
L. Archer;Merryn Hutchings;Carole Leathwood
在这篇文章中，作者贡献了正在进行的理论辩论有关的概念化的多重社会身份和oppionism。本文首先简要地追溯了“现代主义和后现代主义之间”的当前批评/女权主义/社会学立场的路径，其中身份（“种族”，阶级，性别等）被概念化为社会建构的、流动的、变化的，但又植根于“真实的”不平等和不平等。然后，本文建立在，并有助于当前的理论对话，突出正在进行的紧张局势和未解决的问题的理论方法，这些教育研究的特殊影响。讨论的问题，特别是最近的工作由Brah（1999年）和插图提供使用的例子，从作者的研究与内城，工人阶级妇女。
In this article the authors contribute to ongoing theoretical debates concerning the conceptualisation of multiple social identities and oppressions. The article begins by briefly tracing the path towards current critical/feminist/sociological positions 'between modernism and postmodernism', in which identities ('race', class, gender, etc.) are conceptualised as socially constructed, fluid, shifting and yet grounded in 'real' inequalities and oppressions. The article then builds upon, and contributes to, current theoretical dialogue by highlighting ongoing tensions and unresolved problematics within the theoretical approach, drawing out the particular implications of these for educational research. Issues are discussed with specific reference to recent work by Brah (1999) and illustrations are provided using examples from the authors' research with inner city, working-class women.
影响因子：
0.7
作者：
D. Haraway
通讯作者：
D. Haraway