Epistemophilia: Rethinking Feminist Pedagogy

Publisher:
Routledge Journals, Taylor & Francis Ltd
Publication Type:
Journal article
Citation:
Cox Peta 2010, 'Epistemophilia: Rethinking Feminist Pedagogy', Routledge Journals, Taylor & Francis Ltd, vol. 25, no. 63, pp. 79-92.
Issue Date:
2010
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Feminist understandings of epistemophilia (the drive for knowledge) have typically focused on epistemophilia?s destructive aspects with little consideration for the multitude of possible creative and productive expressions of the drive (see Grosz 1990; Rudberg 1996; Townley 2006). In contrast, the reading of epistemophilia developed in this article is one of a precarious subject whose psychic investment in knowing is both multiple and conflictual. Knowing is not innocent here; it is never a `pure? nurturance or an untainted lust to learn. Neither, though, can it be reduced to the libidinal or the masterful. As such, imagining a feminist pedagogy with the understanding of epistemophilia developed in this article constitutes a productive rethinking of what feminist pedagogy could be.
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