POSTMODERN FEMINISM AND EDUCATIONAL POLICY DEVELOPMENT

Authors

  • Dawn Wallin University of Saskatchewan

Abstract

ABSTRACT. This paper draws on postmodern feminism to create a conceptual framework for equitable policy development within educational institutions. It first outlines major concepts of postmodern feminism as distinguished by Luke and Gore (1992), after which it focuses specifically on postmodern feminism and education. Finally, the paper details educational policy development utilizing Tong's (1986) work on the role of epistemology and expertise in policy making. RÉSUMÉ. Cet article s'inspire du féminisme post-moderniste pour créer un cadre conceptuel en vue de l'élaboration des politiques équitables dans les établissements d'enseignement. L'auteur commence par exposer les principaux concepts du féminisme post-moderniste selon Luke et Gore (1992), avant de se concentrer en particulier sur le féminisme post-moderniste et l'éducation. Enfin, elle décrit l'élaboration des politiques éducatives en précisant le rôle de l'épistémologie et du savoir-faire à partir des travaux de Tong (1986).

Author Biography

Dawn Wallin, University of Saskatchewan

DAWN WALLIN is a doctoral candidate working within the Department of Educational Administration at the University of Saskatchewan. Her doctoral dissertation research concentrates on how the rural setting impacts upon the career patterns of female administrators. DAWN WALLIN est étudiante au doctorat au Département d'administration scolaire de l'Université de la Saskatchewan. Sa thèse de doctorat porte sur l'influence que le milieu rural exerce sur le déroulement de la carrière des administratrices scolaires.

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Published

2001-01-01

How to Cite

Wallin, D. (2001). POSTMODERN FEMINISM AND EDUCATIONAL POLICY DEVELOPMENT. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 36(001). Retrieved from https://mje.mcgill.ca/article/view/8552

Issue

Vol. 36 No. 001 (2001)

Section

Articles

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