Morwenna Griffiths, ‘Being Naughty to be Good:
Playing at/as being Authentic’ in Deborah Orr and Diana Taylor (eds.)
Lessons from the Gynaeceum: Women Philosophizing — Past, Present and
Future, Rowman and Littlefield (in press)
Morwenna Griffiths and Jean Barr, ‘The nature of
knowledge and lifelong learning' in David Aspin (ed.)
Philosophical Perspectives on Lifelong Learning, Springer Press
(2007)
This paper starts from the position that lifelong learning
is more than is assumed in current policy rhetoric. This rhetoric focuses
on training for a ‘knowledge economy’ in which all citizens play their
part. We argue that this rhetoric depends on a view of knowledge as
instrumental, individual and disembodied. Against this we propose a notion
of knowledge as social, embodied and reflexive about its own roots in time
and space. It is this notion that underpins the richer, more democratic
notion of lifelong learning which we explore in this essay using examples
drawn from various, diverse sites, especially museum and art education
‘from cradle to grave’.
Morwenna Griffiths, ‘The feminization of teaching
and the practice of teaching: threat or opportunity?’ Educational Theory
56(4) Fall 2006
Morwenna Griffiths considers the
effect of feminization on the practices of education. She outlines a
feminist theory of practice that draws critically on theories of
embodiment, diversity, and structures of power to show that any practice
is properly seen as fluid, leaky, and viscous. Examining different and
competing understandings of "feminization"— referring either to the
numbers of women in teaching or to a culture associated with women —
Griffith argues that concerns about increasing number of women teachers
are misplaced. She complicates the cultural question, observing that
masculine practices have a hegemonic form while feminized practices have
developed in resistance to these, and she ultimately argues that hegemonic
masculinity, not feminization, is the problem because it drives out
diversity. Griffiths concludes that the leaky, viscous practices of
teaching would benefit from the increased diversity and decreased social
stratification feminization brings to the profession.
Morwenna Griffiths, ‘A feminist perspective on
communities of practice’ Socio-cultural Theory in Educational Research
and Practice, Manchester, September, 2005
Morwenna Griffiths and Jean Barr, ‘Training the
imagination to “go visiting”‘ in M. Walker and J. Nixon (eds.)
Reclaiming Universities from a Runaway World Buckingham, Open
University Press2003
Morwenna Griffiths and Maxine Greene, ‘Feminism,
philosophy and education: imagining public spaces’ in N. Blake, P. Smeyers,
R. Smith and P. Standish (eds.) The Blackwell Guide to the Philosophy
of Education Oxford: Basil Blackwell 2002 We begin by
explaining ourselves, if we can. This chapter is not “philosophy-asusual,”
as ordinarily conceived. Perhaps it would be strange if it were, since, as
we mean to show, feminism is precisely a way of rethinking the “usual.” We
need to explain ourselves, however, because our individual voices,
perspectives, positions, locations, and social relationships – our
situations – are irreducibly part of the ways we do feminist philosophy of
education. We are fully aware that there is no one “feminism”; there are
multiple points of view described as “feminist.” Feminist theories, or
clusters of theories, are not united by some overarching principle of
“essence,” still less by any single set of beliefs, but rather by the way
they generate or infuse actions in the world. As someone in pursuit of a
project, each individual actor originates her own undertakings, launches
her own beginnings, and articulates her own perceptions, ideas, and
purposes. Striving to actualize the givenness of her being as a woman, to
“make articulate and call into full existence what otherwise they would
have to suffer passively anyhow” (Arendt, 1958, p. 208), each of us feel
ourselves to be not only women but distinctive beings, whose uniqueness
must be taken into account by any theory that is made or story that is
told. The form of the chapter reflects this. Much of it is in dialogue;
and the whole arose
Morwenna Griffiths, ‘Questions of personal
autonomy’ in K.W.M. Fulford, D.L. Dickenson and T.M. Murray (eds.) The
Blackwell Reader in Healthcare Ethics Oxford: Basil Blackwell 2002
Morwenna Griffiths, ‘Playing at/as being authentic’
in J. Swift (ed.) Art Education Discourses: Leaf and Seed
Birmingham:ARTicle Press 1999
Morwenna Griffiths, ‘Self-determination and
learning to be cruel: gender, race and the construction of self in
relation to bullying and harassment’ European Journal of Women’s
Studies 98 (2) 1998
Morwenna Griffiths and Margaret Whitford
Feminist Perspectives in Philosophy London and Indiana: Macmillan, and
Indiana University Press 1988
Morwenna Griffiths and Margaret Whitford, Women
Review Philosophy: New Writing by Women in Philosophy Nottingham
University 1996
Morwenna Griffiths, Feminisms and the Self: The
Web of Identity London and New York: Routledge 1995
Morwenna Griffiths, ‘Making a difference: feminism,
postmodernism and the methodology of educational research’ British
Educational Research Journal 21 (2) 1995
Morwenna Griffiths, ‘Feminist perspectives on the
use of life narratives in a primary classroom’ in D. Thomas (ed.)
Teachers’ Stories Buckingham: Open University Press 1995
Morwenna Griffiths, ‘Autobiography, feminism and
the practice of action-research’ International Journal of Educational
Action Research 2 (1) 1994
Morwenna Griffiths, ‘Feminism, feelings and
philosophy (selection)’ in D.C. Abel Fifty Readings in Philosophy
New York: McGraw Hill 1994
Morwenna Griffiths and Anne Seller, ‘The politics
of identity, the politics of the self’ Women: A Cultural Review
(Special Issue: Gendering philosophy) 3 (2) 1992
Morwenna Griffiths, ‘Autonomy and the fear of
dependence’ Women’s Studies International Forum 15 (3) 1992
Morwenna Griffiths, ‘Why philosophy needs feminism’
Cogito 3 (3) 1989
Morwenna Griffiths and Richard Smith, ‘Standing
alone: dependence, independence and interdependence’ Journal of
Philosophy of Education 23 (2) 1989
Morwenna Griffiths and Margaret Whitford,
‘Introduction’ in M. Griffiths and M. Whitford (eds.) Feminist
Perspectives in Philosophy London: Macmillan, and Indiana University
Press 1988
Morwenna Griffiths, ‘Feminism, feelings and
philosophy’ in M. Griffiths and M. Whitford (eds.) Feminist
Perspectives in Philosophy London: Macmillan, and Indiana University
Press 1988
Morwenna Griffiths, ‘Strong feelings about
computers’ Women’s Studies International Forum 11 (2) 1988
Morwenna Griffiths and Margaret Alfrey, ‘Girls and
computers in primary schools’ Journal of Curriculum Studies 20 (5)
1988
