ABSTRACT
The feminist challenge to mainstream epistemology and related approaches in philosophy of education has been warmly welcomed by some and cursorily dismissed by others. Still others find themselves blowing hot and coldsupporting the feminist project in spirit, yet concerned about too radical a repudiation of ‘masculinist’ tools of philosophical analysis. In this chapter I consider whether, how and at what educational cost recent feminist work in epistemology serves to challenge those liberal approaches to education that rest on a ‘forms of knowledge epistemology’.
