Porn Work, Feminist Critique, and the Market for Authenticity

Signs ◽  
2017 ◽  
Vol 42 (3) ◽  
pp. 669-692 ◽  
Author(s):  
Heather Berg
Keyword(s):  
Feminist Critique

Individualism

2018 ◽  
Author(s):  
Serene J. Khader
Keyword(s):  
Division Of Labor ◽  
Specific Form ◽  
Feminist Critique ◽  
Gender Division Of Labor ◽  
Individual Person ◽  
Transition Costs ◽  
The Individual ◽  
Ideological Assumptions

This chapter argues that independence individualism, a form of individualism that is the object of decolonial feminist critique, is conceptually unnecessary for feminism, and in fact undermines transnational feminist praxis. Opposition to sexist oppression does not logically entail individualism. Adopting the specific form of individualism called “independence individualism,” which holds that individuals should be economically self-sufficient and that only chosen relationships are valuable is likely to worsen the gender division of labor and obscure the transition costs of feminist change. The perceived relationship between independence individualism and feminism is traceable to ideological assumptions that associate capitalism with liberation from tradition, and tradition with patriarchy. The concept of independence individualism is arrived at by examining the justificatory discourses behind ostensibly feminist policies that proclaim the value of the individual person while harming “other” women.

Women’s ‘exchange’ in Western and Amerindian societies: a feminist critique of perspectival anthropology

2021 ◽  
pp. 146470012110090
Author(s):  
Romina Wainberg
Keyword(s):  
Feminist Critique ◽  
Exchange System

Over the last two decades, Eduardo Viveiros de Castro has developed the concept of ‘perspectival anthropology’ to think philosophically with and through Amerindian cosmology. In this article, I argue that the epistemological roundness of this concept is, in actuality, a by-product of philosophical reification of Amerindian cosmological dynamics. This reification stems from distortive abstractions of specific societal structures, which rely on the silencing of two key phenomena: the fact that the central or unmarked perspective assumed in ‘perspectivism’ is that of men, and the fact that the valorisation of men’s perspective is enabled by the exchange and accumulation of women. By unearthing this exchange system that lies behind the cyclical valuation of males’ gaze, I do not seek to denounce the role of actual women in Amerindian societies. My central aim is to demonstrate that both perspectival anthropology’s depiction of Amerindian cosmology and what Viveiros de Castro calls ‘Western objectivist epistemology’ are made possible by the erasure of women’s capacity for transcendence.

Samir Amin's maldevelopment:: A feminist critique

1992 ◽  
Vol 8 (2-3) ◽  
pp. 257-290 ◽  
Author(s):  
Colette Harris
Keyword(s):  
Feminist Critique

A Transnational Feminist Critique of Queer Tourism

Antipode ◽  
2002 ◽  
Vol 34 (5) ◽  
pp. 935-946 ◽  
Author(s):  
Jasbir Puar
Keyword(s):  
Feminist Critique

Feminist critique of developmentalism

2005 ◽  
Vol 3 (3) ◽  
pp. 299-326 ◽  
Author(s):  
Linda Spatig
Keyword(s):  
Learning Communities ◽  
Human Development ◽  
Educational Practice ◽  
Educational Reforms ◽  
Feminist Critique ◽  
School Practices ◽  
Feminist Literature ◽  
Curriculum And Pedagogy ◽  
Educational Implications ◽  
Teachers And Students

Drawing on published feminist literature, this essay deconstructs developmentalism as a metanarrative that contributes to the oppression and exploitation of women and underpins educational practice. First, I examine feminist critiques of developmentalism, distinguishing between ‘insider critiques’ formulated by feminist psychologists evaluating and trying to improve traditional theories of human development and ‘outsider critiques’ articulated by feminists, both within and outside psychology, challenging science itself. Second, I address educational implications of the insider and outsider critiques of developmentalism. Educational reforms spawned by insider feminist critiques consist largely of efforts to make curriculum and pedagogy more ‘girl-friendly’. Reforms aligned with outsider feminist critiques call for ‘critique-friendly’ schooling that provides opportunities for reconceptualizing gender dualisms, critiquing school practices that strengthen dualisms and ongoing critique of educational reforms initiated in the name of such critiques. Following the outside critiques, I argue for feminist learning communities with authentic relationships between teachers and students whose diverse and changing identities and ideas are respectfully and compassionately acknowledged.

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