Fehrmann, Pauline, P. (2022) Knowledge Construction about Intersectional Feminism in Liberal Arts and Science Programs. Bachelor thesis, Global Responsibility & Leadership (GRL).
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Abstract
Liberal Arts and Science (LAS) education has made it one of its central purposes to train graduates in a way that equips them for an active engagement in society. Amongst other things, Liberal Arts and Science education aims to foster awareness of social injustice and take action. Feminism is essential for moving towards social justice as it helps to unpack and deconstruct biased knowledge and acknowledge the impact that gender has on one’s position in society. Accordingly, this paper investigates the obstacles that LAS students face when constructing their knowledge of intersectional feminism. It furthermore sheds light on how the chosen case program, GRL, facilitates an environment that supports the understanding of feminism. This qualitative study conducted six in-depth interviews with students from the GRL program. The findings showed three obstacles in constructing knowledge on intersectional feminism: 1) the stigmatization of feminism, 2) feminist discourses that make people feel excluded, and 3) A lack of reflexivity among the students. The findings indicated a need for GRL education to provide their students with education on feminism to counter stigmatization and training in reflexive discourse practices. It is concluded that knowledge construction on intersectional feminism is significantly impacted by the degree of education received on feminism and reflexive practices. Due to differences identified in the level of knowledge amongst students attending courses in Global Health and students who did not, the practical implications of this paper advocate for a feminist foundation course at GRL.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Name supervisor: | Yousefzadeh Faal Daghati, S. |
| Date Deposited: | 28 Jun 2022 09:28 |
| Last Modified: | 28 Jun 2022 09:28 |
| URI: | https://campus-fryslan.studenttheses.ub.rug.nl/id/eprint/116 |
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