Page 68 - Šolsko polje, XXIX, 2018, št. 3-4: K paradigmam raziskovanja vzgoje in izobraževanja, ur. Valerija Vendramin
P. 68
šolsko polje, letnik xxix, številka 3–4
liberal feminism contributed to the celebratory postfeminist discours
es about successful girls and sparked an over-concern with unsuccessful
boys. Ringrose (2007: p. 473) points out how liberal feminist conceptual
isation of gender as an abstract, stand-alone variable consolidates the du
alistic logic and masks the complexity of a sociocultural context.
Some of the main liberal feminist concerns regarding the equality of
opportunity in education have indeed largely been addressed (Skelton and
Francis, 2009), but one cannot ignore Ringrose’s critical assessment of lib
eral feminism’s legacy in today’s postfeminist society. Even where gender
equality is legally and formally achieved, the everyday experiences of pu
pils and teachers speak of deeply rooted gender relations of power in edu
cation, letting us know that feminist ideas should not be regarded as ob
solete. Today, more than ever, there is an evident need to address more
radical feminist agendas illuminating how gender dynamics inform day-
to-day practices in classrooms (ibid.). This could be done in a two-step
process, with the final goals being:
– to establish active engagement with the work of our feminist
foremothers,
– to formulate open and critical discussions with contemporary col
leagues and
– to engage in inclusive interactions with young individuals, feminists
of the future.
The concept of transtemporal interaction encompasses all these as
pects. We will return to it after briefly discussing the two prerequisites
needed to achieve it.
Conceptualising postfeminism: temporality, substance and relation
to feminism
The first step in the process towards transtemporal interaction is to look
past the temporal contextualization of postfeminism. Feminist histo
ry cannot be sufficiently comprehended as an evolutionary progression
of historical phases. Moreover, if we understand the “post” in postfemi
nism as a historical break, we deem feminism dead. The temporal mean
ing of “post” itself indeed signifies the need for something to be exceeded.
As Misha Kavka argues, the “‘post’ offers to situate feminism in histo
ry by proclaiming the end of this history”, confirming feminist history
“as something that we know to have existed because we can now say it no
longer does” (2002: p. 30). However, is it even possible to consider socie
ty as postfeminist, knowing that gender is still one of the most important
structuring factors? If we conceptualise postfeminism as something that
66
liberal feminism contributed to the celebratory postfeminist discours
es about successful girls and sparked an over-concern with unsuccessful
boys. Ringrose (2007: p. 473) points out how liberal feminist conceptual
isation of gender as an abstract, stand-alone variable consolidates the du
alistic logic and masks the complexity of a sociocultural context.
Some of the main liberal feminist concerns regarding the equality of
opportunity in education have indeed largely been addressed (Skelton and
Francis, 2009), but one cannot ignore Ringrose’s critical assessment of lib
eral feminism’s legacy in today’s postfeminist society. Even where gender
equality is legally and formally achieved, the everyday experiences of pu
pils and teachers speak of deeply rooted gender relations of power in edu
cation, letting us know that feminist ideas should not be regarded as ob
solete. Today, more than ever, there is an evident need to address more
radical feminist agendas illuminating how gender dynamics inform day-
to-day practices in classrooms (ibid.). This could be done in a two-step
process, with the final goals being:
– to establish active engagement with the work of our feminist
foremothers,
– to formulate open and critical discussions with contemporary col
leagues and
– to engage in inclusive interactions with young individuals, feminists
of the future.
The concept of transtemporal interaction encompasses all these as
pects. We will return to it after briefly discussing the two prerequisites
needed to achieve it.
Conceptualising postfeminism: temporality, substance and relation
to feminism
The first step in the process towards transtemporal interaction is to look
past the temporal contextualization of postfeminism. Feminist histo
ry cannot be sufficiently comprehended as an evolutionary progression
of historical phases. Moreover, if we understand the “post” in postfemi
nism as a historical break, we deem feminism dead. The temporal mean
ing of “post” itself indeed signifies the need for something to be exceeded.
As Misha Kavka argues, the “‘post’ offers to situate feminism in histo
ry by proclaiming the end of this history”, confirming feminist history
“as something that we know to have existed because we can now say it no
longer does” (2002: p. 30). However, is it even possible to consider socie
ty as postfeminist, knowing that gender is still one of the most important
structuring factors? If we conceptualise postfeminism as something that
66
