Placing feminist education within the three paradigms of knowledge and action
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Date
2002-07
Authors
Humble, Áine M.
Morgaine, Carol A.
Journal Title
Journal ISSN
Volume Title
Publisher
Family Relations
Abstract
Use of the three paradigms of knowledge and action (instrumental‐technical, interpretive, and critical‐emancipatory) to achieve the goals of feminist family education is explored. Each paradigm is described, including its underlying assumptions and when it is useful to use. Feminist methods in selected Family Relations articles between 1988–1999 are examined for their illustration of the three paradigms. Various challenges in using the interpretive and critical‐emancipatory paradigms also are discussed.
Description
Keywords
Feminism , Pedagogy , Family studies
Citation
Humble, A. M., & Morgaine, C. (2002). Placing feminist education within the three paradigms of knowledge and action. Family Relations, 51(3), 199-205. doi:10.1111/j.1741-3729.2002.00199.x