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The central idea of feminist epistemology is that knowledge reflects the particular perspectives of the theory. The main interest of feminist philosophers is how gender stereotypes situate knowing subjects. They approach this interest from three different perspectives: feminist standpoint theory, feminist postmodernism, and feminist empiricism ...
In Haraway's thesis, "Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective" (1988), she means to expose the myth of scientific objectivity. Haraway defined the term "situated knowledges" as a means of understanding that all knowledge comes from positional perspectives. [ 20 ]
Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective
Feminist geographies of difference is an approach to feminist geography that concentrates on the construction of gendered identities and differences among women. It examines gender and constructions of nature through cultural, post-structural, postcolonial and psychoanalytic theories, as well as writings by women of color , lesbian women, gay ...
Second-wave standpoint theory evolved to encompass a broader range of social positions, including, race, social class, culture, and economic status. [11] Standpoint theory seeks to develop a particular feminist epistemology, that values the experiences of women and minorities as a source for knowledge.
Key concepts of feminist STS include material-semiotics, situated knowledges, and social constructivism. The discipline has contributed material-semiotic theory to contemporary STS research but has received criticism for the inability to universalize concepts in its research, limiting the field's impact. [2] [6]
Standpoint feminism is a theory that feminist social science should be practiced from the standpoint of women or particular groups of women, [1] as some scholars (e.g. Patricia Hill Collins and Dorothy Smith) say that they are better equipped to understand some aspects of the world.
Situated cognition is a theory that posits that knowing is inseparable from doing [1] by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts. [ 2 ] Situativity theorists suggest a model of knowledge and learning that requires thinking on the fly rather than the storage and retrieval of conceptual ...