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Journal articles on the topic 'Feminist constructivism'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Ashton, Natalie Alana, and Robin McKenna. "SITUATING FEMINIST EPISTEMOLOGY." Episteme 17, no. 1 (April 10, 2018): 28–47. http://dx.doi.org/10.1017/epi.2018.11.

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ABSTRACTFeminist epistemologies hold that differences in the social locations of inquirers make for epistemic differences, for instance, in the sorts of things that inquirers are justified in believing. In this paper we situate this core idea in feminist epistemologies with respect to debates about social constructivism. We address three questions. First, are feminist epistemologies committed to a form of social constructivism about knowledge? Second, to what extent are they incompatible with traditional epistemological thinking? Third, do the answers to these questions raise serious problems for feminist epistemologies? We argue that some versions of two of the main strands in feminist epistemology – feminist standpoint theory and feminist empiricism – are committed to a form of social constructivism, which requires certain departures from traditional epistemological thinking. But we argue that these departures are less problematic than one might think. Thus, (some) feminist epistemologies provide a plausible way of understanding how (some) knowledge might be socially constructed.

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Assiter, Alison, and María J. Binetti. "postmodern Post-feminism without Women." Feminist Dissent, no. 5 (January 26, 2021): 204–41. http://dx.doi.org/10.31273/fd.n5.2020.765.

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This article aims at showing the way in which the discursive constructivism and ethical relativism characteristic of postmodern feminism and post-feminism leads to a neo-liberal and conservative political agenda that threatens women’s sex-based rights. The article will especially focus on the thought of Paul-B Preciado as a post-feminist activist. It draws a comparison also with the work of Saba Mahmood. In such a context, we will point out the necessity of a neo-material and realist framework able to account for the ontological reality of women, and their irreducibility to social hetero-norms. Keywords: Constructivism, nominalism, embodiment, sexual difference, human rights, materialism.

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Raphael, Melissa. "Feminism, Constructivism and Numinous Experience." Religious Studies 30, no. 4 (December 1994): 511–26. http://dx.doi.org/10.1017/s0034412500023155.

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This article brings together constructivist epistemology and feminist study of religion to provide phenomenological evidence that numinous consciousness is not the immediate, sui generis essence of religious experience that Rudolf Otto believed it to be. Whilst there are certain peculiarities in the Ottonian scheme that might make numinous consciousness unusually resistant to conceptual and ideological mediation, it can be shown that androcentric epistemological and axiological structures make the experience intelligible and worthy of accommodation within a given patriarchal religious tradition. By contrast, contemporary gynocentric spiritualities in which women celebrate their psychobiological difference as itself a necessary medium of religious experience, have no interest in protecting the holy from the limitations of its immanence.

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Vasterling, Veronica. "Butler's Sophisticated Constructivism: A Critical Assessment." Hypatia 14, no. 3 (1999): 17–38. http://dx.doi.org/10.1111/j.1527-2001.1999.tb01050.x.

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This paper aims to investigate whether and in what respects the conceptions of the body and of agency that Judith Butler develops in Bodies That Matter are useful contributions to feminist theory. The discussion focuses on the clarification and critical assessment of the arguments Butler presents to refute the charges of linguistic monism and determinism.

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Taliaferro, Jeffrey W. "International Relations and the Challenge of Postmodernism: Defending the Discipline. By D. S. L. Jarvis, Columbia: University of South Carolina Press, 2000. 288p. $34.95." American Political Science Review 95, no. 1 (March 2001): 259–60. http://dx.doi.org/10.1017/s0003055401842015.

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Over the past twenty years, the so-called third debate, or the constructivist turn in international relations theory, has elic- ited a great deal of attention. Various critical theories and epistemologies-sociological approaches, postmodernism, constructivism, neo-Marxism, feminist approaches, and cul- tural theories-seem to dominate the leading international relations journals. Postmodernism (also called critical theo- ry), perhaps the most radical wave of the third debate, uses literary theory to challenge the notion of an "objective" reality in world politics, reject the notion of legitimate social science, and seek to overturn the so-called dominant dis- courses in the field in favor of a new politics that will give voice to previously marginalized groups.

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Ernst, Waltraud. "In Connection: Feminist Epistemology for the Twenty-first Century." Transcultural Studies 12, no. 2 (February 11, 2016): 267–87. http://dx.doi.org/10.1163/23751606-01202006.

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The paper offers a historical outline of the main positions and protagonists of feminist epistemology as a specific field in philosophy at the end of the twentieth century, in the context of a feminist critique of knowledge in academia in general as part of international feminist movements. The main question discussed is whether there is a specific feminist concept of philosophical and scientific knowledge. If so, what is its innovative aspect? What are the philosophical problems in arguing for feminist knowledge? Is there a specific insight or methodological approach? A further question is what role, if any, feminist epistemology plays in the interdisciplinary field of Gender Studies. The discussion will centre on how feminist epistemology relates to non-scientific practices. In particular, the role of the concept of objectivity in feminist epistemology will be elaborated. This will illuminate the connection between the feminist knowledge project with other emancipatory projects and outline how feminist constructivism might play a prominent role in this context in the twenty-first century.

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7

Prins, Baukje. "The Ethics of Hybrid Subjects: Feminist Constructivism According to Donna Haraway." Science, Technology, & Human Values 20, no. 3 (July 1995): 352–67. http://dx.doi.org/10.1177/016224399502000305.

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8

Fredengren, Christina. "Nature:Cultures – Heritage, Sustainability and Feminist Posthumanism." Current Swedish Archaeology 23, no. 1 (June 10, 2021): 109–30. http://dx.doi.org/10.37718/csa.2015.09.

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This paper makes use of feminist posthumanism to outline how a range of heritage policies, practices and strategies, partly through their base in social constructivism have a clear anthropocentric focus. Not only do they risk downplaying materiality, but also a number of human and non-human others, driving a wedge between nature and culture. This may in turn be an obstacle for the use of heritage in sustainable development as it deals with range of naturalized others as if they have no agency and leaves the stage open for appropriation and exploi- tation. This paper probes into what heritage could be in the wake of current climate and environmental challenges if approached differently. It explores how a selection of feminist posthumanisms challenge the distinction between nature:culture in a way that could shift the approach to sustainability in heritage making from a negative to an affirmative framing.

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9

Grissom-Broughton, Paula A. "A matter of race and gender: An examination of an undergraduate music program through the lens of feminist pedagogy and Black feminist pedagogy." Research Studies in Music Education 42, no. 2 (November 1, 2019): 160–76. http://dx.doi.org/10.1177/1321103x19863250.

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Feminist pedagogy, originating in social constructivism and critical theory, offers an instructional approach for a more democratic and diverse curriculum and pedagogy. Extending from feminist pedagogy is Black feminist pedagogy, which offers a more specialized instructional approach for underrepresented populations in education. Both feminist pedagogy and Black feminist pedagogy foster a unique intersection for institutions of higher education whose historic mission integrates race and gender as part of its targeted efforts. This study examines ways feminist pedagogy and Black feminist pedagogy are integrated into the undergraduate music program at Spelman College, a historically Black college for women. Using Barbara Coeyman’s four principles of traditional feminist pedagogy for women’s studies in music and the general music curriculum (i.e., diversity, opportunities for all voices, shared responsibility, and orientation to action) as a theoretical framework, the following three components were examined for this study: content (curriculum and course design), context (structural influences of gender and race), and pedagogy (classroom instruction and learning outcomes). The analysis of data ascertained through triangulated measures of interviews, observations, and document collection provided suggestions as to how music educators can design and teach within a music environment that is socially and culturally inclusive for all students.

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Moskalenko, Daria Nikolayevna. "Beauty as Aesthetic Category through the Prism of Social Constructivism and Feminist Philosophy." Manuskript, no. 11 (November 2020): 163–67. http://dx.doi.org/10.30853/mns200538.

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김대성. "Gender Identity and Its Policy Implication in Feminist Administrative Theory :Social Constructivism Applied." Korean Governance Review 15, no. 1 (April 2008): 35–56. http://dx.doi.org/10.17089/kgr.2008.15.1.002.

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12

Wiberg Pedersen, Else Marie. "Contradictions, Contextuality, and Conceptuality: Why Is It that Luther Is Not a Feminist?" Religions 11, no. 2 (February 10, 2020): 81. http://dx.doi.org/10.3390/rel11020081.

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It is the aim of this article to constructively discuss some of the feminist critique that has been raised against the sixteenth century reformer, Martin Luther, and concomitantly to demonstrate the complexity, and primarily liberal aspects, of his view of women. At its outset, the article points to the fact that there are many different types of feminism, the biggest difference existing between constructivist and essentialist feminisms. Having placed myself as a constructivist feminist with a prophetic-liberating perspective, I ponder how feminism as an -ism can again earn the respect it seems to have lost in the wider academia. I suggest that feminists nuance their use of strong concepts when assessing historical texts, viewing the assessed texts against the backdrop of their historical context, and that feminists stop romanticizing the Middle Ages as a golden age for women. In this vein, I point to the problem that many feminists make unsubstantiated and counterfactual statements based on co-readings of different strands of Protestantism, and that they often uncritically repeat these statements. I problematize, first, the psycho-historian Lyndal Roper’s claim that Luther should have held some of the most misogynist formulations known, which is absurd against the backdrop of the misogyny found in the centuries before Luther, especially in medieval texts by the Dominicans /the Scholastics. Second, the claims of feminist theologian Rosemary R. Ruether’s that Luther, like Calvin, worsened the status of women, which are counterfactual.

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Havelková, Barbara. "The struggle for social constructivism in postsocialist Central and Eastern Europe." International Journal of Constitutional Law 18, no. 2 (July 2020): 434–40. http://dx.doi.org/10.1093/icon/moaa048.

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Abstract This paper argues that some of the difficulties faced by gender equality in postsocialist Central and Eastern Europe (CEE) can be explained by a missing paradigmatic shift to a constructivist understanding of gender. Arguably the most explicit rejection of a constructivist gender perspective was recently served by the Bulgarian Constitutional Court’s judgment, closely analyzed in the paper, which found certain provisions of the Council of Europe Convention on preventing and combating violence against women and domestic violence (Istanbul Convention) incompatible with the Bulgarian Constitution. A constructivist analysis of gender-based violence is capable of offering a range of important contextual insights into gender-based violence, whereas those who only have biology in their analytical arsenal are more limited (for example, sexual predation is thus either an “innate” male sexual drive or a psychologically certifiable deviance). The Bulgarian Constitutional Court, as the paper shows, does not even get as far as debating the insights gender analysis offers, but rather rejects them wholesale merely because the term “gender” is used. While a constructivist, critical (feminist) understanding of gender is under attack globally, this paper shows that the assault is particularly grave in at least certain postsocialist CEE countries, where it is not a mere backlash against a reasonably well-established viewpoint, but a fierce ex ante rejection of a concept not yet understood or debated.

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Horsthemke, Kai. "Educational research, culturally distinctive epistemologies and the decline of truth." European Educational Research Journal 18, no. 5 (April 2, 2019): 513–26. http://dx.doi.org/10.1177/1474904119840174.

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The assumptions underlying this contribution are, first, that educational research, like research in other fields, is expected to yield knowledge. This is rather uncontroversial. It is only when it comes to the definition of knowledge, the kinds of knowledge sought and to questions as to whose knowledge counts, that the debate characteristically becomes more heated. Second, and perhaps more controversially, a discussion of the nature and purposes of educational research will, at some stage, have to engage with the notion of truth. Despite having traditionally been a serious philosophical subject, the idea of truth has in recent times become rather unpopular, an idea non grata. The reconceptualisation of knowledge and the decline of truth are due in no small part to the increased popularity of certain kinds of postcolonial theory, postmodernism, constructivism and feminist thought, the rise of subaltern science and alternative epistemologies in academia. This article critically examines current trends in the theory of educational research: the case against ‘crypto-positivism’ and ‘hyperrationality’, and the trend in favour of ‘epistemological diversity’ and ‘critical constructivist epistemology’, especially against the backdrop of the decline of truth as a significant subject and yardstick that is currently exercising and restraining us, as educational researchers, philosophers and as persons.

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Fleuridas, Colette, and Drew Krafcik. "Beyond Four Forces: The Evolution of Psychotherapy." SAGE Open 9, no. 1 (January 2019): 215824401882449. http://dx.doi.org/10.1177/2158244018824492.

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One framework for studying the evolution or development of personality theory and psychotherapy is the concept of forces—theoretical models, paradigms, dimensions, movements, or worldviews—that have made significant contributions to and shaped the field. This article describes and documents the rise of this evolutionary construct, the identification of the first three forces of psychotherapy (psychoanalytic, behavioral, and humanistic-existential), and the naming of the fourth force given to several, significant theoretical paradigms (transpersonal psychology, family systems, feminist psychology, multicultural psychology, ecopsychology, and social constructivism and postmodernism). In the past decade, a fifth force (social justice and advocacy) has been widely acknowledged. An integrative, inclusive, and holistic conceptualization of psychotherapy is presented as an emerging sixth force. These evolutionary milestones of the field demonstrate an expanding process that has become increasingly more integrative; a more comprehensive, systemic, and holistic approach is needed to better address diverse individual, community, and global needs.

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Sari, Fitria. "Negotiation and Autonomy of the Wives of Former Convicted Terrorists." Jurnal Perempuan 23, no. 3 (August 28, 2018): 173. http://dx.doi.org/10.34309/jp.v23i3.261.

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<p>The discussion on terrorism is currently focused on issues concerning law enforcement efforts, cooperation between defense institutions, analysis of legal policies, and definitions of terrorism. Women (especially wives) are excluded from the process of dialogue and response to terrorism. This study emphasizes the experience and voice of the wives of former convicted terrorists. This article explores the process of upheaval and negotiation from the extremist narratives contained in the logic of thinking as a struggle in the context of self-acceptance and autonomy. This study uses a case study approach with a feminist perspective, and in-depth interviews as a method of data collection. The feminist view of Relational Autonomy and the Politics of Piety was chosen as a theoretical framework for analyzing findings. The results of the study indicate that there is an indoctrination from the husband about the teachings of extremism and that the wife experiences a struggle to internalize the teaching. On the other hand, there are also findings that show wives also negotiate with their husbands in carrying out the teachings of extremism. The conclusion of this study shows that the wife's figure experiences the process of constructivism and relational autonomy in the struggle process and its negotiations so far. In addition, the wife can also be seen as an agent to strengthen the spirit of nationalism through the values of tolerance.</p><p> </p>

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17

Eisenberg, Avigail. "Context, Cultural Difference, Sex and Social Justice." Canadian Journal of Political Science 35, no. 3 (September 2002): 613–28. http://dx.doi.org/10.1017/s0008423902778372.

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Three concerns have motivated scholars to examine what is often called the “dilemma” between sexual equality and cultural autonomy. First, by far the majority of the world's women fail to enjoy the legal , political, social and economic status enjoyed by men and, moreover, one of the main explanations for their relatively deprived state is found in the cultural traditions and practices that govern their lives . Second, even though sexism is ubiquitous, the existence of gender inequality within minority groups renders vulnerable the claims of groups to cultural autonomy, especially claims made by groups that are marginalized or fragile. And, third, all scholars who tread in this mine field of issues must come to terms with the most vexing methodological challenges in the social sciences and humanities, namely how to avoid the excesses of, on the one hand, universalism and essentialism and, on the other hand, relativism and social constructivism. Feminist theory provides one of the most interesting and lively venues for the exploration of these challenges, and the debates seem to reach a particularly intriguing pitch when the putative conflict between gender and culture is discussed.

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18

Davis, Liane V. "Feminism and Constructivism." Journal of Teaching in Social Work 8, no. 1-2 (February 25, 1994): 147–63. http://dx.doi.org/10.1300/j067v08n01_08.

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Guerra Palmero, María José. "La mujer-filósofo o la más “antinatural” de las criaturas. En torno a Simone de Beauvoir y a su obra El segundo sexo." Revista Valenciana estudios de filosofía y letras, no. 7 (July 4, 2016): 131. http://dx.doi.org/10.15174/rv.v0i7.229.

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El presente artículo analiza el carácter pionero de una de las obras clave del feminismo, El segundo sexo (1949), contribución fundamental a la filosofía feminista actual y primer marco teórico del feminismo de segunda ola. En este trabajo se analizarán los empleos de la categoría de alteridad para referirla a la existencia de las mujeres. El objetivo principal de la obra de Beauvoir es explicarnos y explicitarnos las condiciones de esa vida femenina expropiada y obligada a permanecer en la mera inmanencia. A partir de esta cuestión emergerá en el feminismo de la segunda ola la conceptualización constructivista de “género”. Exploramos, en segundo lugar, la recepción crítica de la obra de Simone de Beauvoir. La falta de reconocimiento, el descrédito y los prejuicios sexistas imposibilitaron hasta casi tres décadas después de su publicación su justa estimación crítica. Finalmente, se presta atención al des/encuentro entre dos generaciones de feministas francesas que representan la propia Simone de Beauvoir, Luce Irigaray y Michelle Le Doeuff.

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Campbell, Kirsten. "The Promise of Feminist Reflexivities: Developing Donna Haraway's Project for Feminist Science Studies." Hypatia 19, no. 1 (2004): 162–82. http://dx.doi.org/10.1111/j.1527-2001.2004.tb01273.x.

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This paper explores models of reflexive feminist science studies through the work of Donna Haraway. The paper argues that Haraway provides an important account of science studies that is both feminist and constructivist. However, her concepts of “situated knowledges” and “diffraction” need further development to be adequate models of feminist science studies. To develop this constructivist and feminist project requires a collective research program that engages with feminist reflexivity as a practice.

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Hirschauer, Stefan, and Annemarie Mol. "Shifting Sexes, Moving Stories: Feminist/Constructivist Dialogues." Science, Technology, & Human Values 20, no. 3 (July 1995): 368–85. http://dx.doi.org/10.1177/016224399502000306.

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Berg, Anne-Jorunn, and Merete Lie. "Feminism and Constructivism: Do Artifacts Have Gender?" Science, Technology, & Human Values 20, no. 3 (July 1995): 332–51. http://dx.doi.org/10.1177/016224399502000304.

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Roychoudhury, Anita, Debora J. Tippins, and Sharon E. Nichols. "Gender-inclusive science teaching: A feminist-constructivist approach." Journal of Research in Science Teaching 32, no. 9 (November 1995): 897–924. http://dx.doi.org/10.1002/tea.3660320904.

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24

Grecco, Gabriela de Lima. "Feminismos y género en los Estudios Internacionales." Relaciones Internacionales, no. 44 (June 29, 2020): 127–45. http://dx.doi.org/10.15366/relacionesinternacionales2020.44.007.

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En las últimas décadas, el rol específico de las mujeres en las relaciones internacionales ha recibido más atención y las teorías feministas han ganado terreno en el debate intelectual, lo que ha contribuido a una sensibilización general hacia la incorporación del análisis de la categoría de género en la disciplina de las Relaciones Internacionales. De hecho, uno de los rasgos característicos de la disciplina había sido la invisibilización de las estructuras de género que impactan a hombres y mujeres de forma distinta. Sin embargo, con la irrupción del llamado “cuarto debate” se abrió una nueva oportunidad para pensar lo internacional desde miradas más críticas e inclusivas. El impacto de los estudios feministas tuvo lugar a finales de la década de 1980 con una publicación especial sobre género en la revista académica Millennium: Journal of International Studies. De gran relevancia en la actualidad son las teorías producidas fuera de los centros hegemónicos y que cuestionan tanto las teorías clásicas como el sistema de género occidental por encubrir un proyecto etnocéntrico. En efecto, las teóricas post y decoloniales pretenden desestabilizar los discursos hegemónicos sobre una supuesta experiencia universal de las mujeres. En este sentido, el objetivo central del presente artículo es realizar una revisión bibliográfica sobre las principales escuelas feministas, así como sistematizar la pluralidad de teorías y de prácticas feministas que han tenido lugar en el devenir de los estudios internacionales. De esta forma, tras una breve introducción sobre el surgimiento de los enfoques feministas en la disciplina, el presente estudio realiza un análisis de las aportaciones de las principales escuelas feministas: el feminismo liberal, el feminismo del punto de vista, el feminismo constructivista, el feminismo posmodernista, el feminismo postcolonial, el feminismo decolonial, la teoría queer y el enfoque sobre las masculinidades. A través del examen de estas diferentes corrientes teóricas, se analizará su impacto en la disciplina de las Relaciones Internacionales, evidenciando los cambios epistemológicos, metodológicos y ontológicos presentes en las diferentes escuelas. Las teorías feministas en las Relaciones Internacionales deben ser abordadas, pues, de manera multidimensional, en el sentido de reconocer las diferencias y elementos comunes respecto a las experiencias de las mujeres, hombres y disidentes sexuales desde diferentes latitudes.

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Koertge, N. "'New age' philosophies of science: constructivism, feminism and postmodernism." British Journal for the Philosophy of Science 51, no. 4 (December 1, 2000): 667–83. http://dx.doi.org/10.1093/bjps/51.4.667.

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Disch, Lisa. "Christine Delphy's Constructivist Materialism: An Overlooked “French Feminism”." South Atlantic Quarterly 114, no. 4 (October 2015): 827–49. http://dx.doi.org/10.1215/00382876-3157155.

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Lipovac, Milan. "Different understanding of state power as a key notion within the realist theoretical approach." Medjunarodni problemi 70, no. 1 (2018): 71–95. http://dx.doi.org/10.2298/medjp1801071l.

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The concept of power is not a new phenomenon, so the intellectual origin of this concept can also be found among the ancient philosophers. However, the reconsideration of this concept within the International relations and Security studies started 60-70 years ago. The representatives of the realistic theoretical approach were mostly those who dealt with the concept of power of the state, as well as representatives of other theoretical approaches (e.g. liberalism, social constructivism, critical theories, feminist approaches, etc.). But, despite the great interest in this concept, consensus exists only on two key issues related to power of the state. First, in the terms of importance everyone agrees that the power of the state is one of the key concepts, and second, in the terms of complexity. Therefore, no one should be surprised by the pluralism of viewpoints regarding the concept. Those viewpoints could be reduced on three prevailing comprehensions of power of the state: power as control over resources, power as control over actors and power as control over events and outcomes. All these prevailing comprehensions have its own advantages and disadvantages. The aim of this paper was to present the views of relevant scholars (through the theoretical discussion not only by the realists), and to offer an adequate overview of the advantages and disadvantages of each of these comprehensions. Such a review of literature could certainly be useful for researchers in the case of selecting an adequate comprehension of power of the state for their particular specific research. The researcher should make this kind of decision based on a particular school of thought that he/she prefers, his/her personal affinities, but primarily based on the object and purpose of his/her research. The conclusion of the paper could be reduced to the notion that the concept of power of the state is far beyond the scope of realistic theoretical approach, and that it represents a key concept (and according to some scholars it is the most important concept in the IR), as well as that each of these prevailing comprehensions of power of the state has its own place in the theoretical conceptual apparatus of International relations and Security studies.

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Locher, Birgit, and Elisabeth Prugl. "Feminism and Constructivism: Worlds Apart or Sharing the Middle Ground?" International Studies Quarterly 45, no. 1 (March 2001): 111–29. http://dx.doi.org/10.1111/0020-8833.00184.

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Alvarez Litke, Martín. "“Me paro en la cancha como en la vida”: un análisis del fútbol feminista en la Villa 31 desde las teorías de género." Zona Franca, no. 28 (December 14, 2020): 79–104. http://dx.doi.org/10.35305/zf.vi28.163.

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El análisis del deporte desde una perspectiva de género aparece de forma tardía en la academia y el feminismo argentinos. Sin embargo, en los últimos años han ocurrido avances notables en la crítica feminista del deporte como espacio de sostenimiento de la cultura machista y la desigualdad de género. El objetivo de este artículo es analizar el modo en que el movimiento feminista se apropia del deporte más popular del país, el fútbol. Nos preguntamos qué continuidades y rupturas tienen lugar en este proceso en lo que respecta a la vivencia del género: ¿cómo apropiarse de un deporte que simboliza la masculinidad hegemónica y forma parte de la construcción identitaria masculina en la Argentina? ¿Es compatible una práctica competitiva con la sororidad? ¿Pueden la agresividad y el roce físico que caracterizan al fútbol ser constructivos cuando son encarnados por cuerpos femeninos? ¿Qué cuerpos poseen legitimidad para llevar a cabo estas prácticas? Para indagar en estas cuestiones, pondré en diálogo las teorías de género con la investigación etnográfica que llevo adelante junto a La Nuestra Fútbol Feminista, un colectivo conformado por entrenadoras, jugadoras, ex jugadoras, educadoras populares, y mujeres de la Villa 31.

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Deliu, Anamaria, and Laura T. Ilea. "Combined and Uneven Feminism: Intersectional and Post-Constructivist Tendencies." Metacritic Journal for Comparative Studies and Theory 4, no. 1 (July 5, 2018): 5–21. http://dx.doi.org/10.24193/mjcst.2018.5.01.

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Clark, David A. "Is Cognitive Therapy Ill-Founded? A Commentary on Lyddon and Weill." Journal of Cognitive Psychotherapy 11, no. 2 (January 1997): 91–98. http://dx.doi.org/10.1891/0889-8391.11.2.91.

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Lyddon and Weill (in this issue) have concluded that constructivism is preferred over standard cognitive theory and therapy because the latter is based on postmodern assumptions about knowledge, reality and the self. They argue that the postmodern basis of constructivism enables it to address criticisms that social constructivism, feminism and multiculturalism have raised with cognitive psychotherapy. In this commentary I have argued that Lyddon and Weill’s evaluation of standard cognitive therapy (CT) is based on a misrepresentation of the basic assumptions of CT concerning knowledge, the social context and the nature of the therapeutic relationship. I conclude that the relative merits of constructivism over standard cognitive therapy cannot be settled by philosophical debate but only by a consideration of the research and treatment innovations offered by each perspective.

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Alcoff, Linda. "Justifying Feminist Social Science." Hypatia 2, no. 3 (1987): 107–20. http://dx.doi.org/10.1111/j.1527-2001.1987.tb01344.x.

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In this paper I set out the problem of feminist social science as the need to explain and justify its method of theory choice in relation to both its own theories and those of androcentric social science. In doing this, it needs to avoid both a positivism which denies the impact of values on scientific theory-choice and a radical relativism which undercuts the emancipatory potential of feminist research. From the relevant literature I offer two possible solutions: the Holistic and the Constructivist models of theory-choice. I then rate these models according to what extent they solve the problem of feminist social science. I argue that the principal distinction between these models is in their contrasting conceptions of truth. Solving the problem of feminist social science will require understanding that what is at stake in the debate is our conception of truth. This understanding will serve to clarify, though not resolve, the various approaches to and disagreements over methodologies and explanations in feminist social science.

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Mayberry, Maralee. "Connecting Girls and Science: Constructivism, Feminism, and Science Education Reform (review)." NWSA Journal 16, no. 2 (2004): 212–14. http://dx.doi.org/10.1353/nwsa.2004.0057.

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Grint, Keith, and Steve Woolgar. "On Some Failures of Nerve in Constructivist and Feminist Analyses of Technology." Science, Technology, & Human Values 20, no. 3 (July 1995): 286–310. http://dx.doi.org/10.1177/016224399502000302.

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Kramer, Laura. "Book Review: Connecting Girls and Science: Constructivism, Feminism, and Science Education Reform." Gender & Society 19, no. 3 (June 2005): 428–29. http://dx.doi.org/10.1177/0891243205276254.

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Barclay-McLaughlin, Gina, and J. Amos Hatch. "Studying across Race: A Conversation about the Place of Difference in Qualitative Research." Contemporary Issues in Early Childhood 6, no. 3 (September 2005): 216–32. http://dx.doi.org/10.2304/ciec.2005.6.3.3.

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This article is a dialog between colleagues from different races who struggle with the complexities of doing qualitative research with participants who come from backgrounds that do not match their own. Based on transcriptions of extensive audiotaped conversations, the article explores issues related to studying across difference. The discussion is framed by four qualitative research paradigms: post-positivist, constructivist, critical/feminist, and poststructuralist.

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Guilluy, Alice. "The Lady Knows the Recipe." Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique 140, no. 1 (September 28, 2018): 7–38. http://dx.doi.org/10.1177/0759106318795219.

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This article outlines the methodology of my PhD thesis, which examined the reception of contemporary Hollywood romantic comedy in Britain, France and Germany. I underline the significant epistemological and methodological shift which took place over the course of four years, as my research went from a positivist mixed-methods study aiming to describe national differences in reception, to a constructivist and qualitative interrogation of the specific pleasures of romantic comedy viewing as manifested by a small group of participants. I conclude that whilst there is no single perfect feminist methodology, doing feminist research must include a degree of self-introspection at all stages of the research, from recruitment to data collection to analysis.

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Egan, Kathryn S. "Women Who Succeed in Broadcast Communications Academe: A Feminist Success Story." Journalism Quarterly 71, no. 4 (December 1994): 960–72. http://dx.doi.org/10.1177/107769909407100419.

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This study evaluates women as constructivists – viewing knowledge as contextual and experiencing themselves as creators of knowledge – and as proceduralists – seeking gratification in pleasing others and applying objective procedures to obtain knowledge – in relationship to success as academics in broadcast communications. How these women define success, how their epistemology influences self-defined success, and what factors prevent success are the study questions.

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Charli Carpenter, R. "Stirring Gender into the Mainstream: Constructivism, Feminism and the Uses of IR Theory." International Studies Review 5, no. 2 (June 2003): 287–302. http://dx.doi.org/10.1111/1521-9488.5020225.

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Wacker, Emily C., and Megan L. Dolbin-MacNab. "Feminist-Informed Protective Factors for Subthreshold Eating Disorders." Qualitative Health Research 30, no. 10 (June 2, 2020): 1546–60. http://dx.doi.org/10.1177/1049732320921832.

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Despite knowledge that the larger sociocultural context contributes to the development of eating disorders, few studies have examined protective factors for women with subthreshold eating disorders. Using feminist-informed constructivist grounded theory methodology, 15 women (ages 18–25 years) with subthreshold eating disorders were interviewed. Results suggest that participants spoke of their subthreshold eating disorders in an externalized way and used protective factors to guide decision making toward their preferred values. A grounded theory model was developed to illustrate this process. Protective factors included (a) people who provide emotional and tangible support, (b) support people who challenge the eating disorder, (c) personal sense of agency, and (d) community activism and involvement. Participants experiencing subthreshold eating disorders demonstrated a capacity to distinguish their own thoughts and values from those of the “eating disorder voice,” and protective factors facilitated this process. Implications for future research and practice are discussed.

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Richardson, Sydney D. "Using mistreatment to persist academically." Journal of Adult and Continuing Education 23, no. 1 (October 6, 2016): 32–48. http://dx.doi.org/10.1177/1477971416672862.

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This study demonstrates adult women college students overcoming challenges due to mistreatment in order to succeed academically. Asking each participant to tell her life story allowed the researcher to find common narratives of mistreatment among them, while using critical feminist and constructivist theories for analysis. As a result, the culmination of the stories showed the power in having protective factors to build resilience and persist in life, as well as in college.

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Núñez Puente, Sonia, Diana Fernández Romero, and Susana Vázquez Cupeiro. "Online feminist practice, participatory activism and public policies against gender-based violence in Spain." Feminist Theory 18, no. 3 (August 1, 2017): 299–321. http://dx.doi.org/10.1177/1464700117721881.

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This article presents and reflects upon the results of a survey involving a sample of women who have experienced gender-based violence and who have turned to an institutional centre to tackle their situation. In aiming to move beyond a descriptive treatment, we consider the plurality of user types and their remote use patterns in relation to the resources offered by virtual feminist communities designed to promote increased sociopolitical mobilisation in the fight against violence against women. We will observe the progressive emergence of protest actions organised by Spanish virtual feminist communities, which make use of new technologies to contribute productively to the debate and to political action in innovative organisations and formats. The article discusses how feminist virtual communities are using digital spaces for their work combatting violence against women, and whether this work is apparent to those who experience this violence. Finally, we tackle the implications of this work for online feminist activism in terms of a more interactive and social constructivist model of activism, as well as considering its relationship to institutional-legal discourse and public policies that require women to recognise themselves as victims.

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Cornell, Drucilla. "Response to Thomas Mccarthy: the Political Alliance Between Ethical Feminism and Rawls's Kantian Constructivism." Constellations 2, no. 2 (April 1995): 189–206. http://dx.doi.org/10.1111/j.1467-8675.1995.tb00027.x.

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Llevadot, Laura. "No somos histéricas, somos históricas. Zizek, Butler y el problema de la diferencia sexual." Res Publica. Revista de Historia de las Ideas Políticas 23, no. 3 (October 13, 2020): 341–52. http://dx.doi.org/10.5209/rpub.70746.

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El presente trabajo se propone analizar el debate entre Žižek y Butler a propósito de la cuestión de la diferencia sexual. Para ello, en primer lugar, trataremos de definir, a través de una reconstrucción del marco teórico, las tradiciones de pensamiento feminista de las que son herederos. En segundo lugar, se tratará de señalar los puntos de divergencia y convergencia entre ambas posiciones, la una ontológica y la otra constructivista, para finalmente mostrar el campo problemático común a ambos que permite articular una perspectiva feminista, alejada de los clásicos enfrentamientos entre ontología y biopolítica.

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Golestani, Narjes Tashakor. "A Study of the Construction of Female Identity: John Fowles’ The French Lieutenant’s Woman." Ciência e Natura 37 (December 21, 2015): 321. http://dx.doi.org/10.5902/2179460x20863.

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The issue of identity and female consciousness as one of the major concerns of feminists has always been polemical, for there are different attitudes in formulating gender identity and consequently defining what a woman is. As its theoretical framework, this study relies on Judith Butler’s theory of gender and sexuality and studies the construction of identity in the female characters of John Fowles’ The French Lieutenant’s Woman. Judith Butler, a feminist constructivist, stresses the effect of socially constructed gender roles on creating gender identity and proposes her performative theory of gender and sexuality. In her theory Butler argues that gender is not what one is but what one does. In this sense, gender is not a stable identity from which various acts proceed; rather it is an identity constituted through a stylized repetition of normative gender roles and performances. Regarding gender as performative reveals that, what is taken as an internal essence of gender is actually fabricated through the regulatory frame of interacting discourses. It has an imitative structure which can be deconstructed. The study, thus, focuses on the effect of prescribed gender roles and norms in the process of identity formation, and examines Ernestina Freeman as a conformist character who constitutes her identity by taking on the ideal gender norms of the era and Sarah woodruff who tries to renegotiate and reenact those roles and constructs a sense of self which transcends constraints of the social and cultural hegemonic frame.

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Allen, Mary. "Violence and voice: using a feminist constructivist grounded theory to explore women’s resistance to abuse." Qualitative Research 11, no. 1 (February 2011): 23–45. http://dx.doi.org/10.1177/1468794110384452.

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McArthur, Julia, and Karen L. Wellner. "Gender-inclusive science teaching: A feminist-constructivist approach: A reply to Roychoudhury, Tippins, and Nichols." Journal of Research in Science Teaching 34, no. 1 (January 1997): 95–96. http://dx.doi.org/10.1002/(sici)1098-2736(199701)34:1<95::aid-tea9>3.0.co;2-j.

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Nye, Robert A. "How Sex Became Gender." Psychoanalysis and History 12, no. 2 (July 2010): 195–209. http://dx.doi.org/10.3366/pah.2010.0005.

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This article argues that ‘sex’ which had been commonly assumed in the West to refer to a permanent set of biological and behavioural traits particular to men and women, is gradually being replaced in general usage by ‘gender’. Though feminist theorists attempted to attach a constructivist meaning to gender, a generation of developmental theorists, clinicians and analysts has imbued the term with the determinism and biological qualities formerly ascribed to ‘sex’. The triumph of this materialist conception of gender is not assured, but it threatens our ability to think about gender identity as a historically-constructed category.

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Binetti, María José, Valentina Cruz, and Daniel Alberto Sicerone. "El transhumanismo de Paul B. Preciado: Sobre las ficciones antirrealistas del Manifiesto contrasexual." Revista de Filosofía Universidad Iberoamericana 53, no. 151 (June 17, 2021): 410–41. http://dx.doi.org/10.48102/rdf.v53i151.111.

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En este artículo se propone un análisis crítico de algunos de los principales relatos que sostienen la narrativa postqueer de Paul-Beatriz Preciado, partiendo del supuesto de que toda identidad sexual es una ficción y toda realidad, una construcción psico-social. Mostraremos el modo en que la ficcionalidad biopo- lítica y el constructivismo trans-humanista del autor borran la consistencia ontológica de lo real, lo irreductible de la diferencia sexual, a la mujer como sujeto político del feminismo y, en última instancia, al feminismo como proyecto po- lítico emancipatorio.

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Bandelli, Daniela, and Giorgio Porcelli. "‘Femminicidio’ in Italy: A critique of feminist gender discourse and constructivist reading of the human identity." Current Sociology 64, no. 7 (July 9, 2016): 1071–89. http://dx.doi.org/10.1177/0011392115625723.

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