Page 222 - Šolsko polje, XXIX, 2018, št. 3-4: K paradigmam raziskovanja vzgoje in izobraževanja, ur. Valerija Vendramin
P. 222
šolsko polje, letnik xxix, številka 3–4
Ključne besede: postfeminizem, časovnost, feministična zgodovina, femi
nistična etika, čezčasovna interakcija, edukacija
Conceptualising postfeminism:
Transtemporal interaction as a bridge between history
and ethics
The last few years have witnessed a lively debate about postfeminism.
There are numerous definitions of the concept, but the main dilem
ma seems to be whether to define it as a continuation of feminism or a
historical break with it. Regardless of the definition, certain postfemi
nist trends can be observed in the field of education, promoting notions
about female power and success, while overlooking the ways in which
gender dynamics inform everyday practices in classrooms (see Ringrose,
2013; Skelton and Francis, 2009). This is one reason why postfeminism
must be addressed as an object of critical feminist analysis (Gill and
Scharff, 2011). A historical outlook allows us to explore the transforma
tions of feminist thought, but this paper argues that the feminist his
tory should not be analysed exclusively as a linear progression of evolu
tionary phases, rather that focus must be directed towards the feminist
substance, core values and ethics. One way this could be done is by em
ploying the concept of transtemporal interaction, defined by a constant
need to reflect upon the work of feminists from both past and pres
ent and even yet to come. It encompasses the notions of feminist eth
ics, namely cooperation, solidarity and generativity, allowing us to take
feminist history into account but not to be limited by its temporality.
In this regard, postfeminism is neither a continuation of feminism nor
a historical break with it, but rather an ideology with troubling founda
tions. This paper will observe some of the problematic implications of
postfeminism in the field of education. Most alarming is the postfemi
nist inclination to ascribe new, positive meanings to the practices estab
lished as patriarchal in the Second Wave. However, transtemporal in
teraction can also reveal the potential to reconceptualise postfeminism
as a notion that troubles our ideas about the past, present and future of
feminist engagements with education.
Key words: postfeminism, temporality, feminist history, feminist ethics,
transtemporal interaction, education
220
Ključne besede: postfeminizem, časovnost, feministična zgodovina, femi
nistična etika, čezčasovna interakcija, edukacija
Conceptualising postfeminism:
Transtemporal interaction as a bridge between history
and ethics
The last few years have witnessed a lively debate about postfeminism.
There are numerous definitions of the concept, but the main dilem
ma seems to be whether to define it as a continuation of feminism or a
historical break with it. Regardless of the definition, certain postfemi
nist trends can be observed in the field of education, promoting notions
about female power and success, while overlooking the ways in which
gender dynamics inform everyday practices in classrooms (see Ringrose,
2013; Skelton and Francis, 2009). This is one reason why postfeminism
must be addressed as an object of critical feminist analysis (Gill and
Scharff, 2011). A historical outlook allows us to explore the transforma
tions of feminist thought, but this paper argues that the feminist his
tory should not be analysed exclusively as a linear progression of evolu
tionary phases, rather that focus must be directed towards the feminist
substance, core values and ethics. One way this could be done is by em
ploying the concept of transtemporal interaction, defined by a constant
need to reflect upon the work of feminists from both past and pres
ent and even yet to come. It encompasses the notions of feminist eth
ics, namely cooperation, solidarity and generativity, allowing us to take
feminist history into account but not to be limited by its temporality.
In this regard, postfeminism is neither a continuation of feminism nor
a historical break with it, but rather an ideology with troubling founda
tions. This paper will observe some of the problematic implications of
postfeminism in the field of education. Most alarming is the postfemi
nist inclination to ascribe new, positive meanings to the practices estab
lished as patriarchal in the Second Wave. However, transtemporal in
teraction can also reveal the potential to reconceptualise postfeminism
as a notion that troubles our ideas about the past, present and future of
feminist engagements with education.
Key words: postfeminism, temporality, feminist history, feminist ethics,
transtemporal interaction, education
220
