Challenging Academic Norms: An Epistemology for Feminist and Multicultural Classrooms
Even while progressive educators and feminist standpoint theorists defend the value of marginalized perspectives, many marginal-voice texts continue to be deprecated in more traditional academic contexts due to their seemingly "unprofessional," engaged, and creative styles. Thus, scholars who seek to defend a feminist and multicultural curriculum need a theory of knowledge that goes beyond current standpoint theory and accounts for the unorthodox format in which many marginal standpoints appear. In response to this challenge, this essay draws on feminist and postcolonial critics of objectivity, including Dorothy Smith, Chandra Mohanty, Barrios de Chungara, and Arundhati Roy to theorize the epistemic value of texts that respond with passion and creativity to marginalized people's struggles. In conclusion, I distinguish ethically oriented engagement with such texts from mere "politicized teaching," and I suggest ways to teach such texts that cultivate their critical potential.
Stone-Mediatore, Shari, "Challenging Academic Norms: An Epistemology for Feminist and Multicultural Classrooms" (2007). Philosophy Faculty Work. 9.
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