Decolonizing gender and education research: unsettling and recasting feminist knowledges, power and research practices

Manion, Caroline; Shah, Payal P.

doi:10.1080/09540253.2019.1596392

Cited by 13 publications

(3 citation statements)

References 27 publications

(21 reference statements)

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“…The field of gender research with respect to the majority world is a contested space (Connell 2014;Manion and Shah 2019). Critiques arise in relation to a perceived disjunction between the colonial 'gaze' of the Northern hemisphere and how visions of cosmopolitan social justice may undermine local cultures and traditions (Dunne 2008;Unterhalter 2008).…”

Section: Childhoods Generation and Gendermentioning

confidence: 99%

Gendering childhood(s) and engagement with schooling in rural Sierra Leone

Devine

Samonova

Bolotta

et al. 2021

Compare: A Journal of Comparative and International Education

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In spite of widespread initiatives to improve access to education for girls, substantive concerns remain. While there is a rich and growing body of literature on gendered experiences of school in majority world contexts, absent is a focus on how this intersects with children's out of school lives. Further, research with children in rural communities is limited, including those who are in the earlier years of their schooling. This paper addresses these gaps, focusing on gendered dynamics in the everyday lives of children in five rural communities in Northern Sierra Leone. Drawing on Bourdieu, it explores the dialectical interplay between gendered and generational structures, understood as the gendered habitus, in a wider context of structural poverty, uneven and fragile post-colonial restructuring and development. This sets the groundwork for children's gendered dis/positioning, and ultimately capacity to engage with schooling.

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Section: Childhoods Generation and Gendermentioning

confidence: 99%

Gendering childhood(s) and engagement with schooling in rural Sierra Leone

Devine

Samonova

Bolotta

et al. 2021

Compare: A Journal of Comparative and International Education

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“…This is the point: women's theology provides a gateway to enter into systematic theology and to reflect on it from an expanded perspective that recognises there is not an 'archetype' of systematic theology. Manion and Shah (2019) in their work about decolonising gender and education research highlighted how feminist methodological approaches' commitment to epistemically, theoretically and methodologically interrogate issues of power and difference has made a substantial contribution to the recognition that there are 'different ways of knowing'.…”

Section: Mapping Women Working On Systematic Theologymentioning

confidence: 99%

‘Unhiding’ women: Decolonising the mind of a female systematic theologian

van Wyk

2023

HTS Teologiese Studies / Theological Studies

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This article will consider the parameters of systematic theological-‘knowledge’ today by examining the contribution of women’s theology to the field. This examination takes place in the context of debates about knowledge-construction within institutes of higher learning, and context of increased numbers of women theology students, as well as international emphasis on achieving gender equality, such as the United Nations’ Sustainable Development Goals. With regard to curriculums of systematic theology, it is noted that a proverbial ‘canon within a canon’ exists with regard to including a diversity of voices in prescribed study material, specifically the contributions of women’s perspectives and women’s history as subject-content. This ‘data-gap’ is problematic with regard to epistemology and hermeneutics, which are instrumental in constructing a grammar of faith – that is, ‘church doctrine’ (which is traditionally the main component of systematic theology). This implies that a type of decolonisation, or unlearning is necessary. If a next generation of women systematic theologians are to be nurtured, approaches to teaching systematic theology and the methodology of systematic theology itself requires deconstruction.Contribution: This research aims to contribute to the fields of systematic theology, women’s studies, women’s theology and gender studies. It will also contribute to the fields of postcolonial epistemology and hermeneutics, as well as the study of the methodology of systematic theology.

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confidence: 99%

Using "Positioning" Theory to analyze a female school teacher’s experiences with care-work during COVID-19 in India

Saini

2022

CICE

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The past few decades have been marked by growing awareness about the need to move beyond Anglocentric/Eurocentric epistemes, to instead engage in intellectual projects that effectively (re)present the voices and consciousness of marginalized populations (Manion & Shah, 2019). The term decolonizing research methodologies has thus come to acquire a central place within feminist research in the field of Comparative and International Education (CIE), with rallying calls to foreground the complexities and uniqueness of female participants lived realities through non-hierarchical, non-categorical, and non-dichotomous modes of meaning-making (Lugones, 2010). However, methodological literature on decolonizing feminist research is largely linked to the data collection phase, with limited engagement with how to effectively analyze data once it is collected. This study demonstrates the potential use of “positioning theory”, a form of discourse analysis, as a decolonial analytical framework to investigate the micro details of a female school teachers’ experiences with caregiving during COVID-19 in India. The analysis revealed the shifting, often contextual nature of the identities that the participant claimed for herself throughout the narrative, such as a pampered daughter, critical observer, adjusting daughter-in-law, guilty mother, strategic choice maker, and so on. Positioning theory thus helped problematize the tendency to essentialize women’s experiences and identities by drawing attention to the multiple, sometimes contradictory identities that they claim for themselves, a complexity that is often neglected within feminist research because of its messiness and lack of amenability to generalization.

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Decolonizing gender and education research: unsettling and recasting feminist knowledges, power and research practices

Cited by 13 publications

References 27 publications

Gendering childhood(s) and engagement with schooling in rural Sierra Leone

Gendering childhood(s) and engagement with schooling in rural Sierra Leone

‘Unhiding’ women: Decolonising the mind of a female systematic theologian

Using "Positioning" Theory to analyze a female school teacher’s experiences with care-work during COVID-19 in India

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