Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective Author(s): Donna Haraway Source: Feminist Studies, Vol. 14, No. 3 (Autumn, 1988), pp. 575-599 Published by: Feminist Studies, Inc. Stable URL: http://www.jstor.org/stable/3178066 Accessed: 17/04/2009 15:40 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and …

-Situated knowledge is a form of objectivity that accounts for both the agency of the knowledge producer and that of the object of study -Developed from Sandra Harding based off of the concept Harding defined as "successor science"

-Situated knowledge is a form of objectivity that accounts for both the agency of the knowledge producer and that of the object of study. While Haraway qualified this claim carefully, “situated knowledges”, as used here, makes an epistemological claim, a claim that some people are better positioned (situated) than others to produce “knowledge”. Haraway uses the term “‘subjugated’ standpoints” to make the same claim, indicating a direct link to feminist standpoint theory. The final piece of Haraway's puzzle is the call to treat objects of knowledge as actors that are constituents in knowledge production. Donna Haraway’s Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective Donna Haraway is a professor at the University of California whose academic fields include zoology, primatology, epistemology, philosophy, and culture studies and media theory, among many other fields. Situated knowledge requires the recognition not of object, but instead of “material-semiotic actor.”.

Situated knowledges summary

If playback doesn't begin shortly, try restarting your device. You're signed out. CiteSeerX - Document Details (Isaac Councill, Lee Giles, Pradeep Teregowda): Abstract Donna Haraway’s (1991) concept of partial or situated knowledges has been a major influence on feminist methodological debates within geography. In this paper, I argue that geographers can interrogate the partiality of knowledge by developing research designs that incorporate methods derived from different of silent, culturally shaped, situated know-ledge(s). However, this premise also identifies the problem, for the diversely situated, local knowledges held by the mix of people in this room were just as likely to be submerged ice-bergs lurking in the route to cross-cultural un-derstanding. Despite its potential, such knowledge (with its tacit Summary: Etienne Wenger summarizes Communities of Practice (CoP) as "groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly." This learning that takes place is not necessarily intentional. Three components are required in order to be a CoP: (1) the domain, (2) the community, and (3) the practice.

2021-04-21 · situated knowledge Source: A Dictionary of Human Geography Author(s): Alisdair Rogers, Noel Castree, Rob Kitchin.

In summary, feminist materialist approaches turn our attention to the en Donna Haraway, “Situated Knowledges: The Science Question in Feminism and the

Rather, as in the tradition of Vygotsky, all knowledge is regarded as socioculturally based, with patterning of concepts and procedures arising from social interactions and social contexts. In her essay “Situated Knowledges”, Haraway begins by sketching the dynamic contentions at work in the feminist evaluation of science.

Situated learning is an instructional approach developed by Jean Lave and Etienne the student is “situated” in the learning experience and knowledge acquisition Summary. Situated learning environments place students in authentic&

This shift underscores that "situated knowledge" is more dynamic and hybrid than other epistemologies that take the position of the knower seriously, and involves "mobile positioning" (Haraway, 1991: 192) In situated knowledges based on embodied vision, neither subjects who experience, nor nature which is known, can be treated as Donna Haraway 595 So I will close with a final categoryuseful to a feministtheoryof situated knowledges:the apparatusof bodily production.In her analysis of the productionof the poem as an object of literary value, KatieKingofferstools that clarifymattersin the objectivity debates among feminists.

Situated cognition is a theory of cognition and learning that suggests we can't separate our knowledge from our environment. In other words learning and acquiring knowledge isn't separate from the 2003-09-25 2014-07-11 Do our attitudes make us who we are more than our circumstances? Swinzle Chauhan certainly thinks so.
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Like many feminists of the period, Haraway finds herself trying to maneuver a greased pole of radical constructivism (all knowledge is socially constructed) on one end and empirical feminism/feminist claims to objectivity (Marxist-styled theories of science which insist on legitimate objectivity). SITUATED KNOWLEDGES: THE SCIENCE QUESTION IN FEMINISM AND THE PRIVILEGE OF PARTIAL PERSPECTIVE DONNA HARAWAY Academic and activist feminist inquiry has repeatedly tried to come to terms with the question of what we might mean by the curious and inescapable term "objectivity." Situated knowledges are not only active instruments that produce knowledge, they are moreover "the apparatus of bodily production" (595) (this notion is coined with reference to Katie King's term "apparatus of literary production" and consists in rethinking how "facticity" and "the organic" are "produced" and / or "generated" (595)), which links to a discussion on how vision is productive of bodies-meaning (how bodies matter).
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People may understand the same object in different ways that reflect the distinct relations in which they stand to it. (1) Embodiment. People experience the world by using their bodies, which have different constitutions and are differently located in space and time. (2) First-person vs. third-person knowledge.