Keyword: gender inequality
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Hutchison, Katrina, Fiona Jenkins (eds.). Women in Philosophy: What Needs to Change?
2013, Oxford University Press USA.
Topics: Education; Ethics and Socio-Politics of Philosophy; Gender Sex and Sexuality; Philosophy Education
Keywords: education; feminism; gender inequality; women studies
Traditions: Analytic; Australasian/Oceanian; Critical
Languages: English

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Added by: Sara Peppe
Publisher's Note: Despite its place in the humanities, the career prospects and numbers of women in philosophy much more closely resemble those found in the sciences and engineering. This book collects a series of critical essays by female philosophers pursuing the question of why philosophy continues to be inhospitable to women and what can be done to change it. By examining the social and institutional conditions of contemporary academic philosophy in the Anglophone world as well as its methods, culture, and characteristic commitments, the volume provides a case study in interpretation of one academic discipline in which women's progress seems to have stalled since initial gains made in the 1980s. Some contributors make use of concepts developed in other contexts to explain women's under-representation, including the effects of unconscious biases, stereotype threat, and micro-inequities. Other chapters draw on the resources of feminist philosophy to challenge everyday understandings of time, communication, authority and merit, as these shape effective but often unrecognized forms of discrimination and exclusion. Often it is assumed that women need to change to fit existing institutions. This book instead offers concrete reflections on the way in which philosophy needs to change, in order to accommodate and benefit from the important contribution women's full participation makes to the discipline.
Comment: This book offers a detailed analysis about how women's role in philosophy is perceived and all the viable ways to chage the status quo. This can be used for undergraduate women studies courses or feminist philosophy courses.
Difficulty: Easy, Intermediate
Recommended use: Overview, Specialised

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McKay, Ailsa. Promoting Gender Equity Through a Basic Income
2013, In Karl Widerquist (ed.), Basic Income: An Anthology of Contemporary Research. Wiley Blackwell
Topics: Equality; Gender Sex and Sexuality; Law and Public Policy; Political Economy; Work Labor and Leisure
Keywords: basic income; domestic work; feminist philosophy; gender inequality; gender justice; social justice; unpaid labour
Traditions: Critical; European
Languages: English

Figures: Ailsa McKay

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Added by: Deryn Mair Thomas
Abstract:
Basic Income: An Anthology of Contemporary Research presents a compilation of six decades of Basic Income literature. It includes the most influential empirical research and theoretical arguments on all aspects of the Basic Income proposal.
Comment (from this Blueprint): This text presents several interesting feminist arguments in favour of basic income, while offering some novel criticisms about the way 'work' is typically conceptualised in traditional UBI debates. In particular, McKay points out that most UBI discussion disregards unpaid work, which has a variety of impliciations for gendered labour and class division. Therefore, it can be used, first, to engage students with literature at the intersection of feminist philosophy, philosophy of gender, and philosophy of work; and second, to further discuss philosophical questions concerning how we conceptualise work and what happens when certain forms of work are prioritsed over others.
Difficulty: Intermediate
Recommended use: Specialised

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Wylie, Alison. What knowers know well: Women, work and the academy
2011, In Heidi E. Grasswick (ed.), Feminist Epistemology and Philosophy of Science. pp. 157-179
Topics: Gender Sex and Sexuality; Work Labor and Leisure Keywords: gender inequality; standpoint theory
Traditions: Analytic; Critical; North American Languages: English
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Added by: Simon Fokt, Contributed by: Karoline Paier

Abstract: Research on the status and experience of women in academia in the last 30 years has challenged conventional explanations of persistent gender inequality, bringing into sharp focus the cumulative impact of small scale, often unintentional differences in recognition and response: the patterns of 'post-civil rights era' dis­crimination made famous by the 1999 report on the status of women in the MIT School of Science. I argue that feminist standpoint theory is a useful resource for understanding how this sea change in understanding gender inequity was realized. At the same time, close attention to activist research on workplace environment issues suggests ways in which our understanding of standpoint theory can fruitfully be refined. I focus on the implications of two sets of distinctions: between types of epistemic injustice (and correlative advantage) that may affect marginalized knowers; and between the resources of situated knowledge and those of a critical standpoint on knowledge production.

Comment: This is a stub entry. Please add your comments below to help us expand it
Difficulty: Intermediate
Recommended use: Specialised
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