Epistemophilia: Rethinking Feminist Pedagogy

Cox, P

Epistemophilia: Rethinking Feminist Pedagogy

Cox, P

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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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Field	Value	Language
dc.contributor.author	Cox, P	en_US
dc.date.accessioned	2011-02-07T06:27:26Z
dc.date.available	2011-02-07T06:27:26Z
dc.date.issued	2010	en_US
dc.identifier	2009008552	en_US
dc.identifier.citation	Cox Peta 2010, 'Epistemophilia: Rethinking Feminist Pedagogy', Routledge Journals, Taylor & Francis Ltd, vol. 25, no. 63, pp. 79-92.	en_US
dc.identifier.issn	0816-4649	en_US
dc.identifier.other	C1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/14073
dc.description.abstract	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.	en_US
dc.publisher	Routledge Journals, Taylor & Francis Ltd	en_US
dc.relation.ispartof	Australian Feminist Studies	en_US
dc.relation.ispartof	Verified OK	en_US
dc.relation.isbasedon	http://dx.doi.org/10.1080/08164640903499885	en_US
dc.subject	Gallop,Jane 'Resisting-Reasonableness'; Pellegrini,Ann; Kincaid,James; Harassment; Power	en_US
dc.subject.classification	Other Studies in Human Society	en_US
dc.title	Epistemophilia: Rethinking Feminist Pedagogy	en_US
dc.type	Journal article
utslib.citation.volume	25	en_US
utslib.citation.number	63	en_US
utslib.location	Abingdon, UK	en_US
utslib.citation.startpage	79	en_US
utslib.citation.endpage	92	en_US
utslib.identifier.org	FASS.Faculty of Arts and Social Sciences	en_US
utslib.for	169900	en_US
utslib.percentage	100	en_US
dc.location.activity	ISI:000275063700006	en_US
utslib.copyright.status	closed_access
pubs.declined	1970-01-01T00:00:00.0+1000

Abstract:

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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http://hdl.handle.net/10453/14073