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  1. Feminist Standpoints and Critical Realism. The Contested Materiality of Difference in Intersectionality and New Materialism.Elmar Flatschart - 2017 - Journal of Critical Realism 16 (3):284-302.
    ABSTRACTFeminist theory and critical realism should consolidate their collaboration since they have much in common. Nevertheless, feminist standpoint theory and critical realist ontology remain at odds, as extended debates have shown. I argue that this is because of the importance that feminism places on difference – which brings up the problem of relationality in a material way – and thus makes it hard to integrate into traditional critical realism. Dialectical critical realism contributes greatly to an understanding of relationality but lacks (...)
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  • The dominant and its constitutive other: Feminist theorizations of love, power and gendered selves.Lena Gunnarsson - 2016 - Journal of Critical Realism 15 (1):1-20.
    In this article I explore love's relation to gendered power asymmetries by comparing Anna Jónasdóttir's, Jessica Benjamin's and Teresa Brennan's respective theorizations of this theme. Despite the considerable differences between these feminist frameworks, they can all be read in terms of what I call the figure of the Dominant and its Constitutive Other. This refers to the contradictory relation whereby the powerful and ‘independent’ existence of the one is premised on that which is other to it, as well as on (...)
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  • The Crisis in Indigenous School Attendance in Australia: Towards a MetaRealist Solution.Ian Mackie & Gary MacLennan - 2015 - Journal of Critical Realism 14 (4):366-380.
    In this article we endeavour to address the problem of the low levels of Indigenous school attendance in Australia through strategies based on dialectical critical realism and metaRealism. We employ the concepts of the dialectic of the 7 Es, the concrete universal, four-planar social being, the self, active perception and dialectical universality to show how Indigenous education and an approach to school attendance can be developed that leads to a transformation of the underlying relations between educators and Indigenous communities, families (...)
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