Reframing for the Feminist Debate on Social Studies Knowledge

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This article aims to examine the paradigm shifts and feminist discourses surrounding the construction of social studies knowledge, with the objective of analyzing the evolution of feminist perspectives through socio-political dynamics from their inception to the present. The analysis reveals that mainstream social studies knowledge has been predominantly monopolized by androcentric discourses, which marginalize the status and value of women as the “Second Sex.” This study categorizes ten significant schools of feminist thought, ranging from Liberal Feminism, which advocates for legal equality; Marxist Feminism, which critiques oppression rooted in class structures and capitalism; and Radical Feminism, which seeks to dismantle patriarchal systems; to Postmodern Feminism, which rejects essentialism and emphasizes discursive plurality. Furthermore, the article highlights the significance of feminist epistemology and Standpoint Theory as critical instruments for carving out intellectual spaces derived from women’s lived experiences to challenge male-centric knowledge biases. The conclusion underscores that contemporary social studies knowledge production must seek common ground amidst diversity to foster a collective consciousness for addressing gender inequality and elevating the social status of women through equitable and inclusive educational processes.

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Related topics: Educator Training and Historical Pedagogy · Educational Theory and Curriculum Studies · Educational Strategies and Epistemologies