Women, Science and Adult Education: Toward a Feminist Curriculum?
One of the central problems in referring to women's ways of knowing is that it can become essentializing, obscuring differences between women and focusing on the one thing that women seem to have in common, their biological experiences. Such an approach can ignore important differences among people, based on class or ethnicity, as well as gender, which can affect experience. These must be central to any pedagogy which claims to start from that experience in developing a curriculum, for science or otherwise. We used Belenky, et al.'s (1986) notion of women's ways of knowing in relation to science as a starting point for our research, but we were also concerned to focus explicitly on the differences that emerged from different women's experiences of their lives.