Stemming from the dialectical concepts of critical epistemology developed by feminism and Critical Theory (specifically, the Frankfurt School), this thesis attempts to articulate the political dimension of knowledge and to demonstrate how this dimension is incorporated into the liberatory pedagogical theory of Paulo Freire, Henry Giroux and various feminist authors. Hence the epistemological significance of domination and oppression is explored in relation to the concepts of subjectivity and objectivity held by critical epistemology. / In ultimately aiming at liberation from social oppression, both Critical Theory and feminist epistemology provide theoretical insights into the social construction of knowledge, the intersubjective character of knowledge and the depth psychological dimension of the knower. It is maintained that a synthesis of these insights can provide the groundwork for a liberatory educational theory based on the interrelation between experience and knowledge. Also, in dialectical interaction, a liberatory educational theory provides a means for actualizing the liberatory aim of critical epistemology.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.61314 |
| Date | January 1992 |
| Creators | Todd, Sharon |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Religion and Philosophy in Education.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001318409, proquestno: AAIMM80315, Theses scanned by UMI/ProQuest. |
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