How has feminist thinking shaped what we know? Emerging from the lecture series “Feminist Knowledge Reconsidered: Feminism and the Academy,” held at York University in 2009, Reconsidering Knowledge examines current ideas about feminism in relation to knowledge, education and society, and the future potential for feminist research and teaching in the university context. Connecting early stories of women who defied their exclusion from knowledge creation to contemporary challenges for feminism in universities, this collection assesses how feminist knowledge has influenced domi- nant thinking and transformed teaching and learning. It also focuses on the challenges for feminism as corporatization redefines the role of universities in a global world. The essays reflect on both historical and contemporary themes from a diversity of disciplinary and interdisciplinary perspectives, but are united in their exploration of how feminism’s continuing contribution to knowledge remains significant, even fundamental, to the transformation of knowledge in the academy and in our world.
The feminist agitations over the 1970s and 80s that fundamentally changed the landscapes of universities are celebrated, and yet the editors allow questioning of the depth of this transformation. Overall, their claim is that the production of feminist knowledge is not a project that should be confined to the university; it must be a common project of connection and collaboration between feminist academics and community activists and organizers.
— Nadine Scott, Osgoode Hall Law School, in >Socialist Studies (Volume 9(1), Spring 2013) (full review)