Relevant bibliographies by topics / Feminist standpoint theory

Academic literature on the topic 'Feminist standpoint theory'

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Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Feminist standpoint theory"

1

Intemann, Kristen. "25 Years of Feminist Empiricism and Standpoint Theory: Where Are We Now?" Hypatia 25, no. 4 (2010): 778–96. http://dx.doi.org/10.1111/j.1527-2001.2010.01138.x.

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Over the past twenty-five years, numerous articles in Hypatia have clarified, revised, and defended increasingly more nuanced views of both feminist empiricism and standpoint feminism. Feminist empiricists have argued that scientific knowledge is contextual and socially situated (Longino 1990; Nelson 1990; Anderson 1995), and standpoint feminists have begun to endorse virtues of theory choice that have been traditionally empiricist (Wylie 2003). In fact, it is unclear whether substantive differences remain. I demonstrate that current versions of feminist empiricism and standpoint feminism now have much in common but that key differences remain. Specifically, they make competing claims about what is required for increasing scientific objectivity. They disagree about 1) the kind of diversity within scientific communities that is epistemically beneficial and 2) the role that ethical and political values can play. In these two respects, feminist empiricists have much to gain from the resources provided by standpoint theory. As a result, the views would be best merged into “feminist standpoint empiricism.”
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Ardill, Allan. "Australian Sovereignty, Indigenous Standpoint Theory and Feminist Standpoint Theory." Griffith Law Review 22, no. 2 (January 2013): 315–43. http://dx.doi.org/10.1080/10383441.2013.10854778.

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3

Halpern, Megan. "Feminist standpoint theory and science communication." Journal of Science Communication 18, no. 04 (September 30, 2019): C02. http://dx.doi.org/10.22323/2.18040302.

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This commentary introduces feminist standpoint theory and discusses its potential value in science communication. It offers two ways in which feminist standpoints can help in both research and practice. First, science communicators should aim to understand the perspective from which they understand and share scientific knowledge. Second, practitioners and researchers alike should seek insights from marginalized groups to help inform the ways the dominant view of science reflects hegemonic social and cultural norms.
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Gurung, Lina. "Feminist Standpoint Theory: Conceptualization and Utility." Dhaulagiri Journal of Sociology and Anthropology 14 (December 30, 2020): 106–15. http://dx.doi.org/10.3126/dsaj.v14i0.27357.

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Feminist Standpoint theory challenges the notion of conventional scientific practices that had excluded women from the inquiry and marginalize them in every aspect of knowledge benefits and construction. Amidst the prevalent controversies, standpoint theorists have proposed alternative knowledge construction with the theses of ‘strong objectivity’, ‘situated knowledge’, ‘epistemic advantage’, and ‘power relations’. Feminist standpoint theory is claimed to be a successful methodology and the author support this argument based on the four reasons; the logic of discovery, insider-outsider position, study up, and methodological innovation. The author also put forwards the various challenges confronted by feminist standpoint theory and the justification given by the theorists. The cognitive, methodological, and epistemological interrogations toward this theory have widened its scope and adoption in social science research. The paper aims to suggest this analysis as the most suitable analytical and theoretical approach to do feminist inquiry which brings the understanding of feminist epistemologies as the most appropriate alternative approach of recent inquires against the dominant practices.
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Gurung, Lina. "Feminist Standpoint Theory: Conceptualization and Utility." Dhaulagiri Journal of Sociology and Anthropology 14 (December 30, 2020): 106–15. http://dx.doi.org/10.3126/dsaj.v14i0.27357.

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Feminist Standpoint theory challenges the notion of conventional scientific practices that had excluded women from the inquiry and marginalize them in every aspect of knowledge benefits and construction. Amidst the prevalent controversies, standpoint theorists have proposed alternative knowledge construction with the theses of ‘strong objectivity’, ‘situated knowledge’, ‘epistemic advantage’, and ‘power relations’. Feminist standpoint theory is claimed to be a successful methodology and the author support this argument based on the four reasons; the logic of discovery, insider-outsider position, study up, and methodological innovation. The author also put forwards the various challenges confronted by feminist standpoint theory and the justification given by the theorists. The cognitive, methodological, and epistemological interrogations toward this theory have widened its scope and adoption in social science research. The paper aims to suggest this analysis as the most suitable analytical and theoretical approach to do feminist inquiry which brings the understanding of feminist epistemologies as the most appropriate alternative approach of recent inquires against the dominant practices.
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Krane, Vikki. "One Lesbian Feminist Epistemology: Integrating Feminist Standpoint, Queer Theory, and Feminist Cultural Studies." Sport Psychologist 15, no. 4 (December 2001): 401–11. http://dx.doi.org/10.1123/tsp.15.4.401.

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This paper describes an epistemology integrating feminist standpoint, queer theory, and feminist cultural studies. Feminist standpoint theory assumes that people develop different perspectives based on their position in society, and women have a distinct standpoint because of the power differential between females and males in our society. Queer theory places sexuality as a central focus, acknowledges the common history of devaluation of non heterosexual individuals, and challenges the current power structure marginalizing nonheterosexuals. Feminist cultural studies examines the role of gender within our cultural interactions and the reproduction of gender inequality in society. I then provide examples illustrating how these perspectives come together and guide my research investigating the experiences of lesbians in sport and women’s bodily experiences.
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Weasel, Lisa. "Dismantling the Self/Other Dichotomy in Science: Towards a Feminist Model of the Immune System." Hypatia 16, no. 1 (2001): 27–44. http://dx.doi.org/10.1111/j.1527-2001.2001.tb01047.x.

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Despite the development of a vast body of literature pertaining to feminism and science, examples of how feminist phifosophies might be applied to scientific theories and practice have been limited. Moreover, most scientists remain unfamiliar with how feminism pertains to their work. Using the example of the immune system, this paper applies three feminist epistemologies feminist empiricism, feminist standpoint theory, and feminist postmodernismtoassess competingchims of immune function within a feminist context.
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Krce-Ivančić, Matko. "Feministička epistemologija: mogućnosti postmoderne feminističke teorije stajališta." Socijalna ekologija 30, no. 2 (2021): 299–322. http://dx.doi.org/10.17234/socekol.30.2.5.

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Ovaj članak istražuje mogućnosti postmoderne feminističke teorije stajališta kao jedne od prominentnijih feminističkih epistemologija. Iznosimo kontekst ove epistemologije, ističući važnost uspostave klasifikacije feminističke epistemologije koja prepoznaje postmodernizam kao integralni dio feminističkog empirizma i feminističke teorije stajališta. Analiziramo osnovne teze feminističke teorije stajališta iz postmoderne perspektive, naglašavajući diskurzivnu narav društvene stvarnosti. Istražujemo političke mogućnosti ove epistemologije, ukazujući na potrebu drugačijeg shvaćanja političkog subjekta. Subjekt razumijevamo kao konstituiran, ali ne i determiniran, diskursom. Sukladno tome, propitujemo važnost zadržavanja različitih preddiskurzivnih uporišta feminističke politike. Postmoderno feminističko stajalište shvaćamo kao određenu vrstu diskursa, pri čemu ističemo manjkavost razlikovanja između diskursa i materijalne stvarnosti. Razumijevanje vlastite društvene smještenosti identificiramo kao glavni cilj postmoderne feminističke teorije stajališta.
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Janack, Marianne. "Standpoint Epistemology Without the “Standpoint”?: An Examination of Epistemic Privilege and Epistemic Authority." Hypatia 12, no. 2 (1997): 125–39. http://dx.doi.org/10.1111/j.1527-2001.1997.tb00022.x.

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In this paper I argue that the distinction between epistemic privilege and epistemic authority is an important one for feminist epistemologists who are sympathetic to feminist standpoint theory, I argue that, while the first concept is elusive, the second is really the important one for a successful feminist standpoint project.
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Swerdlow, Amy. "Engendering International Relations Theory: The Feminist Standpoint." Journal of Women's History 7, no. 2 (1995): 160–63. http://dx.doi.org/10.1353/jowh.2010.0391.

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Dissertations / Theses on the topic "Feminist standpoint theory"

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Hundleby, Catherine. "Feminist standpoint theory as a form of naturalist epistemology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58217.pdf.

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Korkmaz, Miray. "A Feminist Standpoint Analysis Of Women." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614295/index.pdf.

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The aim of this thesis is to analyze women&rsquo
s shelters in the context of the Feminist Standpoint Theory by focusing on a case in Turkey. The majority of the previous studies has not regarded the women&rsquo
s entire subjective experiences of domestic violence and shelter stay. Rather they present a reductionist picture. In this study, women&rsquo
s experiences of violence and shelter stay are analyzed and discussed in relation to
their specificities, the shelter structure, and the system shelters are connected in Turkey, from the perspective of Feminist Standpoint Theory. The issue of to what extent empowerment is attainable within the existing structures of institutions is questioned through qualitative method. Participatory observation is the main data gathering method in this study
semi-structured in-depth interviews are also used as additional data gathering source. Interviews and interpersonal relationships with 78 women are analyzed. The interviews aim at providing individual narratives of these women concerning the experience of violence and the process afterwards. In addition, interpersonal communications with the shelter staff are also added to the analysis. It was understood that the subjective experiences of the women are not wholly understandable under a fixed womanhood categorization of gender
they are mostly underestimated in the existing system of structure
and that the constraints specific to each woman&rsquo
s case combined with the rigid structural practices in the aftermath of violence entrap many women in situations difficult to escape, and the &lsquo
mediating role&rsquo
of the structures and individuals are disempowering for the women.
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Fricker, Miranda. "Perspectival realism : towards a pluralist theory of knowledge." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320948.

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Light, Susan A. "The political practice of home : the Bluest eye, Beloved, and feminist standpoint theory." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60584.

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The larger issue of the relationship between theory, fiction and experience provides the backdrop for a study of constructions of home in Toni Morrison's The Bluest Eye and Beloved. Feminist standpoint theory contends that knowledge is socially and historically constructed. Using the home as a category of analysis, I show how Morrison's constructions of home are located within specific socio-economic, racial, and political contexts which mold the novels' characters. Both feminist standpoint theory and the novels develop a notion of "positionality"--one's location within a larger social and historical network. Differences in focus do exist, however, which stem from their respective developmental and experiential contexts--one being primarily theoretical and scholarly, and the other being the complex literary and fictional mediation of a political experience. Unlike the theoretical articulation of concepts of the standpoint, fiction offers a complex perspective that may, in turn, be used to inform discussions of political and epistemological concepts.
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Layman, Amanda. "The Problem with Pussy Power: A Feminist Analysis of Spike Lee's Chi-Raq." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1490453172203067.

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Guzman, Dahlia. "The Strategic Naturalism of Sandra Harding's Feminist Standpoint Epistemology: A Path Toward Epistemic Progress." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7626.

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This dissertation considers the “strategic naturalism” of Sandra Harding’s standpoint theory in the philosophy of science, and it should be applied to epistemology. Strategic naturalism stipulates that all elements of inquiry are historically and culturally situated, and thereby subject to critical reflection, analysis, and revision. Allegiance to naturalism is de rigueur, yet there is no clear agreement on the term’s meaning. Harding’s standpoint theory reads the lack of definition as indicative of its generative possibilities for epistemic progress. The driving question is why Harding’s approach has not been considered a viable candidate for determining progress in epistemology. Beyond the fact that epistemic labor, in its scientific and non-scientific forms, is a social activity, Harding’s approach recognizes that it is situated in and reinforced by a broader network of social institutions, beliefs, and practices. Harding’s strategic naturalism would invigorate epistemology by increasing the awareness, acceptance, and respect for epistemic difference and drive epistemic progress that not only acknowledges pluralistic ways of knowing but also gives a more accurate account of the knowing subject. Chapter one is a discussion of non-naturalized epistemology and Quinean Naturalized Epistemology (QNE), framed by Harding’s historical account of the related projects of modern epistemology and science. This chapter highlights two important issues. The first issue is that epistemology is more complex than the story Quine offers. The second, and decisive issue is that the shared history of modern epistemology and science demonstrates the influence of social and cultural values on that history, and the long shadows they cast on naturalism debates in epistemology, science, and philosophy of science. Chapter two is an exegetical account of the origins of and motivations for critical feminist responses to both the received epistemological theory and QNE discussed in chapter one. The justifications for the feminist critiques and the problematic issues that motivate these critiques provide the backdrop for the initial, positive response to QNE, as well as their disenchantment with Quine’s influential proposal. Ultimately, feminist epistemologists and philosophers of science assess QNE as not naturalized enough to address their concerns. Chapter three considers several feminist standpoint theories to show that they are more naturalistic and better at providing a multi-faceted theory that is based on actual scientific practice, and re-introduces social values and interests as having a positive influence on epistemology and philosophies of science. This chapter shows that given the closely shared histories and assumptions of modern epistemology and science, FSE would be a viable resource for a more naturalistic epistemology. The final chapter argues that the project of naturalizing epistemology could incorporate FSE insights and the positive role FSE’s controversiality would play in naturalizing epistemology and philosophies of science. If we are to take seriously the concept of situatedness and what that entails, then naturalism must also be situated, and revisited with a critical and reflective eye. The implications on both our epistemic theories and our accounts of what kinds of knowing subject we are would foster epistemic progress.
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Beck, Amy C. G. "WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6098.

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Abstract WHY WOMEN GIVE TO WOMEN: A PORTRAIT OF GENDER-BASED PHILANTHROPY AT A PUBLIC COLLEGE IN VIRGINIA By Amy Gray Beck, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2019 Chair: Katherine Cumings Mansfield, Ph.D., Associate Professor, Educational Leadership and Cultural Foundations, School of Education, UNC Greensboro The cost of public higher education is steadily increasing, with state and federal government cutting its support year after year. Students are having to pay more out of pocket for classes and tuition, and institutions rely on private funding support to provide educational opportunities to students in need. Historically, fundraising operations in higher education have focused on a traditional solicitation model, focusing on fundraising from men in households, but savvy institutions have begun to focus on philanthropy from specific populations, including women, to increase dollars raised. Research shows women are more philanthropically generous than their male counterparts, especially when giving to education. The main purpose of this qualitative case study was to highlight the successes of a women and philanthropy program at William and Mary, a public college in Virginia, as it is the first and only women and philanthropy program in the country where the funds donated are given back to benefit women, as well as add to the growing body of literature on women and philanthropy, and the lack of literature that exists on women giving to women in higher education. The alumnae initiatives endowment funded by the Society of 1918 offers alumnae leadership development, networking opportunities, continuing education, empowerment, and more. Private funding in this case is enabling a social justice program to exist that otherwise would not be funded through tuition and state and federal funding. Interviews, observations, and document analysis were utilized to examine contextual factors contributing to the development of the Society of 1918 and motivations for members joining the Society at a $10,000 level. A feminist standpoint theoretical framework helped to develop meaning-making of alumnae’s motivations for joining the Society of 1918. Utilizing portraiture as a qualitative method, findings showed how gender and timely social justice movements played a role in influencing alumnae motivations to join the Society of 1918. Finally, best practices are shared for institutions considering a comprehensive women and philanthropy program whose private gifts benefit women.
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Howard, Nikki D. "“I’m Not as Bad as I Seem to Be”: Understanding the Identities of Female Ex-Offenders." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1243873133.

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Roane, Tanya. "The Experiences of Young African American Women Principals." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/511.

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The purpose of this study was designed to gain an understanding of how young African American women principals experience the principalship. Three research questions were explored in this study: (a.) What are the pathways to the principalship for young African American women? (b.) How do African American women experience the principalship? (c.) What are the barriers that young African American women experience and what are their strategies for success? The researcher examined the day-to-day experiences faced by these women as they related to race, gender, and age challenges within the field of education. Using qualitative research with Black Feminist Standpoint theory as the theoretical framework, the study allowed these young female principals from Virginia to share their personal stories and struggles related to their experiences as principals. They participated in depth one-on-one, semistructured interviews and, as a follow-up, some participated in focus groups that contained open-ended questions. The findings indicated that these women rely on God, faith and family in their day-to-day work. Some of the women discussed the challenges that they face dealing with ageism, sexism and racism in the work place. Probing the reflections and experiences of these women will inform both research and practice, given their professional rise to principalship positions and their experiences once they attained the positions. It was crucial to add the voices of these women to existing literature because they bring a unique perspective to the practice of school leadership. Implications for this research include: college-bound students interested in school administration; university professors and school divisions interested in ways to support and provide professional development to these young leaders; feminist researchers; those interested in studying leadership theory and research, and aspiring and practicing principals interested in how African American principals support school improvement.
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Mayo, Tilicia L. "Black Women and Contemporary Media: The Struggle to Self-Define Black Womanhood." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2102.

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Thesis (M.A.)--Indiana University, 2010.
Title from screen (viewed on February 26, 2010). Department of Communication Studies, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Catherine A. Dobris, Ronald M. Sandwina, Kim D. White-Mills, Kristina H. Sheeler. Includes vitae. Includes bibliographical references (leaves 68-70).
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Books on the topic "Feminist standpoint theory"

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Hartsock, Nancy C. M. The feminist standpoint revisited and other essays. Boulder, Colo: Westview Press, 1998.

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Jane, Kenney Sally, and Kinsella Helen, eds. Politics and feminist standpoint theories. New York: Haworth Press, 1997.

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Ruoho, Iiris. "Naisnäkökulman" ongelmia: Yhdysvaltalaisista standpoint-teorioista ja postmodernista feminismistä. Tampere: Tampereen yliopisto, Yhteiskuntatieteiden tutkimuslaitos, Naistutkimusyksikkö, 1990.

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G, Harding Sandra, ed. The feminist standpoint theory reader: Intellectual and political controversies. New York: Routledge, 2004.

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Nü xing zhu yi dui zi ben zhu yi de pi pan: Li chang, guan dian he fang fa = Feminist critique of capitalism : standpoint, perspective and method. Beijing Shi: Guang ming ri bao chu ban she, 2010.

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Schooling girls, queuing women: Multiple standpoints and ongoing inequalities. Boulder, Colo: Paradigm Publishers, 2011.

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Hartsock, Nancy C. M. Feminist Standpoint Revisited, and Other Essays. Taylor & Francis Group, 2020.

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Hartsock, Nancy C. M. Feminist Standpoint Revisited and Other Essays. Taylor & Francis Group, 2020.

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Intemann, Kristen. Feminist Standpoint. Edited by Lisa Disch and Mary Hawkesworth. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199328581.013.14.

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Despite a long history of scholarship on feminist standpoint theory, the central claims of the view are often interpreted in different ways, some of which render them implausible. Moreover, as more sophisticated versions of the view have evolved, it has become less clear how standpoint theory offers a distinct alternative to other feminist epistemologies or philosophies of science, such as feminist empiricism. This chapter elucidates and defends an interpretation of feminist standpoint theory known as feminist standpoint empiricism, understood as a branch of feminist empiricism that is committed to producing empirically adequate knowledge that challenges, rather than reinforces, systems of oppression. In doing so, it identifies not only the claims that feminist standpoint theorists share with feminist empiricists, but also the unique epistemological and political benefits that feminist standpoint theory offers.
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Hartsock, Nancy C. M. Feminist Standpoint Revisited, and Other Essays. Taylor & Francis Group, 2019.

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Book chapters on the topic "Feminist standpoint theory"

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Harding, Sandra. "Standpoint Theories." In Feminist Theory Reader, 324–28. Fifth edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003001201-38.

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Hartsock, Nancy C. M. "The Feminist Standpoint." In Feminist Theory Reader, 267–77. Fifth edition. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003001201-33.

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McLaughlin, Janice. "Standpoint theories." In Feminist Social and Political Theory, 47–69. London: Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-0-230-62956-1_3.

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Loudd, Grace A. "Feminist Standpoint Theory and Women’s Sexuality." In Black Americans in Higher Education, 77–89. New York, NY : Routledge, 2020. | Series: Africana studies ; Volume 8: Routledge, 2020. http://dx.doi.org/10.4324/9780429266560-8.

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Naples, Nancy A. "Feminist Empiricism and Standpoint Theory: Approaches to Understanding the Social World." In Feminist Research Practice: A Primer, 14–41. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc, 2014. http://dx.doi.org/10.4135/9781071909911.n2.

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Phillips, Whitney, and Ryan M. Milner. "Decoding Memes: Barthes’ Punctum, Feminist Standpoint Theory, and the Political Significance of #YesAllWomen." In Entertainment Values, 195–211. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-47290-8_13.

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Saeidzadeh, Zara. "Gender Research and Feminist Methodologies." In Gender-Competent Legal Education, 183–213. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14360-1_6.

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AbstractThis chapter is structured around the issue of gender research and what it means to conduct research with a gender perspective. Thus, it discusses research methodologies inspired by feminist ontological and epistemological approaches. Drawing on feminist standpoint theory, situated knowledge, feminist poststructuralism and intersectionality, the chapter shows how feminist scholars, especially feminist legal scholars, have adopted feminist epistemologies in challenging gender inequalities in law and society. The chapter draws on legal methods combined with feminist social theories that have assisted feminist scholars to go about legal reforms. Furthermore, focusing on qualitative methods, the chapter explains some of the methods of data collection and data analysis in gender research which have been applied interdisciplinarily across social science and humanities studies. The last part of the chapter concentrates on practical knowledge about conducting gender research that is informed with feminist epistemologies and methodologies. Finally, through some exercises, the students are given the opportunity to design and outline a gender research plan with a socio-legal approach.
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Cockburn, Cynthia. "Standpoint Theory." In Marxist-Feminist Theories and Struggles Today. Zed Books Ltd, 2020. http://dx.doi.org/10.5040/9781350221291.ch-001.

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"Standpoint Epistemologies/Situated Knowledges." In Feminist Theory Reader, 365–436. Routledge, 2013. http://dx.doi.org/10.4324/9780203598313-14.

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Hartsock, Nancy C. M. "The Kinship Abstraction in Feminist Theory." In The Feminist Standpoint Revisited and Other Essays, 171–91. Routledge, 2019. http://dx.doi.org/10.4324/9780429310881-12.

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Conference papers on the topic "Feminist standpoint theory"

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Penman, Joy, and Kerre A Willsher. "New Horizons for Immigrant Nurses Through a Mental Health Self-Management Program: A Pre- and Post-Test Mixed-Method Approach." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4759.

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Aim/Purpose: This research paper reports on the evaluation of a mental health self-management program provided to immigrant nurses working at various rural South Australian aged care services. Background: The residential aged care staffing crisis is severe in rural areas. To improve immigrant nurses’ employment experiences, a mental health self-management program was developed and conducted in rural and regional health care services in South Australia. Methodology: A mixed approach of pre- and post-surveys and post workshop focus groups was utilized with the objectives of exploring the experiences of 25 immigrant nurses and the impact of the mental health program. Feminist standpoint theory was used to interpret the qualitative data. Contribution: A new learning environment was created for immigrant nurses to learn about the theory and practice of maintaining and promoting mental health. Findings: Statistical tests showed a marked difference in responses before and after the intervention, especially regarding knowledge of mental health. The results of this study indicated that a change in thinking was triggered, followed by a change in behaviour enabling participants to undertake self-management strategies. Recommendations for Practitioners: Include expanding the workshops to cover more health care practitioners. Recommendations for Researchers: Feminist researchers must actively listen and examine their own beliefs and those of others to create knowledge. Extending the program to metropolitan areas and examining differences in data. E technology such as zoom, skype or virtual classrooms could be used. Impact on Society: The new awareness and knowledge would be beneficial in the family and community because issues at work can impact on the ability to care for the family, and there are often problems around family separation. Future Research: Extending the research to include men and staff of metropolitan aged care facilities.
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