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dc.contributor.authorOechsner, Marco
dc.contributor.authorMurray, Georgina
dc.date.accessioned2019-01-11T05:27:54Z
dc.date.available2019-01-11T05:27:54Z
dc.date.issued2018
dc.identifier.issn1469-5812en_US
dc.identifier.doi10.1080/00131857.2018.1425993en_US
dc.identifier.urihttp://hdl.handle.net/10072/381734
dc.description.abstractWe examine the emergence of the ‘postfeminist’ sensibility from feminist theory and praxis, and its relation and relevance to education. Analytical frameworks such as postfeminism and intersectionality have given equal weight to recognition-based struggles, such as those based on sexual, racial, class-based, gender-related identities. We follow Nancy Fraser’s argument that these identity-based movements have been co-opted by neoliberal politicians and bureaucratic policy-makers, and become a divide and rule strategy, neglecting the subjugating power of capital. Beginning with third-wave feminism’s emphasis on individual identity, women’s struggles have been become a part of the greater parisitic neoliberal project. We consider the implications of this docile and domesticated feminism for the education of women.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofpagefrom1en_US
dc.relation.ispartofpageto12en_US
dc.relation.ispartofjournalEducational Philosophy and Theoryen_US
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchcode130399en_US
dc.subject.keywordsCritical pedagogyen_US
dc.subject.keywordsPostfeminismen_US
dc.subject.keywordsHuman capital theoryen_US
dc.titleWomen, capitalism and education: On the pedagogical implications of postfeminismen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Medical Scienceen_US
gro.hasfulltextNo Full Text


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