Naslov
Towards a Critical Knowledge: Gender-Sensitive Education in the Abyss or an Illusion?

Autori
Kašić, Biljana

Vrsta, podvrsta i kategorija rada
Poglavlja u knjigama, ostalo

Knjiga
Young Women in Post-Yugoslav Societies: Research, Practice and Policy

Urednik/ci
Adamović, Mirjana ; Galić, Branka ; Gvozdanović, Anja ; Maskalan, Ana ; Potočnik, Dunja ; Somun Krupalija, Lejla

Izdavač
Institut za društvena istraživanja ; Centar za ljudska prava Univerziteta u Sarajevu

Grad
Zagreb : Sarajevo

Godina
2014

Raspon stranica
19-41

ISBN
978-9958-541-12-4

Ključne riječi
gender-sensitive education, emancipatory education, feminist epistemology, cognitive capitalism, women’s studies, academic classroom, gender mainstreaming
(gender-sensitive education, emancipatory education, cognitive capitalism, women’s studies, academic classroom, gender mainstreaming)

Sažetak
The intent of this paper is to examine the scope of gender sensitive education beyond its discursive self-explanatoriness and ideological protection by the politically established mechanisms of gender mainstreaming. On the one hand, the limitations of implementing gender sensitive education is directly associated with the factors, modes, and goals of neoliberal knowledge production that affirm narrowly pragmatic, functional and expert knowledge on sex/gender issues (Alvanoudi, Hemmings, Brown, Jalušič), and on the other hand, with the circumstances within which the “war against gender ideology” has become a symbolic, although masked, sign of abolishing the idea of sex/gender equality. In other words, despite the visible progress in the field of normative discourse on gender issues in the Croatian context, the patriarchal ideology is still an effective way of mutating gender codes within different intertwined practices, be they religious, world views, media, education. While at the primary level the problem can be read as a dispute expressed as a performance of political correctness versus the enjoyment of sex/gender freedom, it is about a series of layered political, social and cognitive juxtapositions that recycle the affective processes of stereotyping and misogyny, and finally discrimination. In this paper, I will primarily focus on different interpretations of gender sensitive education and attempts for its application that are often accompanied by ambiguities and doubts, and based on a comparative approach to education practices in the university classroom and alternative (non-institutional) classroom, I will endeavour to explore its multilevel effects, paradoxical places and tensions. Using the feminist premise about the inseparability of the politics of knowledge from the politics of location (hooks, Lauretis), the presentation simultaneously explores three processes important for this analysis: the process of self-reflection and articulation of knowledge, “the pedagogy of discomfort” (Boler, Zembylas) and decolonizing knowledge as well as an epistemological demand for transdisciplinarity and radicalization of education. How to integrate a gender perspective into knowledge, where is the position of the gender subject in the construction of knowledge, why does disciplinary discourse resist gender sensitive educational practices, how to open the possibility of analysing gender precariousness and cognitive capitalism are but some of the questions that require a new critical perspective with regards to the global commodification of knowledge. Therefore, is it possible at all in this context to reflect on the education as the power of social change, or is gender sensitive education only blurring the options?

Izvorni jezik
Engleski

Znanstvena područja
Sociologija

POVEZANOST RADA