Women's Ways of Knowing: The Development of Self, Voice, and Mind

Abstract

In this chapter I aim to provide a review and critique of Women's Ways of Knowing: The Development of Self, Voice and Mind (Belenky et al., 1986). 1 The ideas that this book have given rise to are especially relevant to this thesis. I first read this book within a few years of its initial publication. Its ideas had resonance for me and gave me the tools to describe my own learning history. Furthermore, I believe it shaped my emergent 'living theory' of what developmental education required, in turn, influencing the design of the MAPOD, in respect of an approach to learning based on a community of learners. During my inquiry, I have read this book many times, developing with each reading a deeper understanding of the text, helping me clarify over time how I could improve my practice. I begin with an introduction and overview of the study that forms the basis of this book, and then develop a more fulsome account of the five epistemological perspectives that shape the order of presentation of this book. In doing so, I aim to help the reader who may be unfamiliar with this work to gain an appreciation and understanding of how it has influenced my research. I develop my account by explaining how these perspectives resonated for me, and by providing a glimpse of how they helped me understand and know myself better as a learner. In addition, I indicate where they have influenced my thinking and living theory as a professional educator. By placing myself as knower within the text, I hope to show how the reading of this book and its subsequent review and critique was for me, not an activity of detached intellectual curiosity, used 1 Hereinafter in this chapter referred to as WWK. 103 to produce a traditional literature review, but rather a process of engagement with ideas in which I as a knower was intimately connected and attached to that which was also known to and communicated by others. The reading of this book began a relationship with those ideas that the authors brought into the public domain, leading to a personal and organisational learning trajectory of transformation. Finally, I will address issues of critique, drawing out in particular some of the key criticisms brought to light in the work of Goldberger et al. (1996).

Influential factors for gender differences in L2 learning

“…Reflective cognitive style refers to the work and study habit of thinking carefully and comprehensively considering various possible solutions, weighing the pros and cons, and then choosing the best solution from them. In the Belenky et al study, women are accustomed to reflecting before judging a problem, and thus exhibit a reflective learning style, which has resulted in producing more fluent languages and greater empathy [12]. The men in the study were quick to conclude, interrupting conversations, which exhibit an impulsive learning style.…”

Categorías de estudio a considerar al analizar la práctica docente de los profesores universitarios

“…En ese orden, y siguiendo los fundamentos ya establecidos en años anteriores por los estudiosos de la temática, Brookes et al, (1988) investigaron la manera en cómo aprenden las personas y desarrollan su identidad, reconociendo cinco formas de aprendizaje: el silencio, aprendizaje subjetivo, aprendizaje recibido, aprendizaje procedimental, y aprendizaje construido (Tabla 1), que si bien se estudió particularmente en las mujeres, se puede transpolar de manera general.…”

“…MÉTODO Para el desarrollo de la presente revisión teórica se consultaron distintos autores, tanto clásicos como contemporáneos en relación a la temática objeto de estudio. En esa línea, se hace referencia a teorías e investigaciones sobre el pensamiento, la naturaleza del conocimiento, el aprendizaje y la reflexión, desarrolladas por Piaget (1919Piaget ( , 1950, John Dewey (1933Dewey ( , 1989 y otros autores clásicos (Boshier, 1978;Brookes et al, 1988;Cropley, 1980;Faris, 1992;Geis et al, 1986;Hofer & Pintrich, 1997;Kallen & Bengtsson, 1973;Lengrand, 1966Lengrand, , 1975Perry, 1968) así como por otros estudiosos más contemporáneos (Barnes et al, 2020;Brownlee & Berthelsen, 2006;Chihu et al, 2002;Chrysostomou & Philippou, 2010;Geis et al, 1986;Gorodokin, 2006;Medina, 2001;Montanares & Junod López, 2018;Pérez et al, 2009;Schommer-Aikins, 2004;Wisker et al, 2019).…”

Exploration of Women's Leadership Development Challenges and Transformational Learning: A Positional Paper

“…Societal expectations of women's performance and behavior are prominent in educating girls (Belenky et al, 1997;Cranton, 2000;Langer, 2016). Developing the ability to question authority can be particularly challenging for women, as "young girls are taught to be 'good little girls,' which translates into 'do what you are told'" (Langer, 2016, p. 20); however, the ability to question authority is essential for advanced meaning making and leadership development.…”