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University Micixxilms International 300 N INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality o f the reproduction is heavily dependent upon the quality o f the material submitted. The following explanation o f techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.Thc sign or “target” for pages apparently lacking from the document photographed is “ Missing Pagc(s)” . I f it was possible to obtain the missing pagc(s) or section, they are spliced into thefilm along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image o f the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of “sectioning” the material has been followed. It is customary to begin filming at the upper left hand comer o f a large sheet and to continue from left to right in equal sections with small overlaps. I f necessary, sectioning is continued again-beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into your xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been filmed. University Micixxilms International 300 N. Zeeb Road Ann Arbor, Ml 48106 8519011 Ramalho, Tania TOWARDS A FEMINIST PEDAGOGY OF EMPOWERMENT: THE MALE AND FEMALE VOICES IN CRITICAL THEORY The Ohio Stale University Ph.D. 1985 University Microfilms International 300 N. Zeeb Road, Ann Arbor, Ml 48106 ! PLEASE NOTE: In all cases this material has been filmed in the best possible way from the available copy. Problems encountered with this document have been identified here with a check mark V . 1. Glossy photographs or pages_____ 2. Colored illustrations, paper or print______ 3. Photographs with dark background * — 4. Illustrations are poor copy______ 5. Pages with black marks, not original copy______ 6. Print shows through as there is text on both sides of page_______ 7. Indistinct, broken o r small print on several pages *-— 8. Print exceeds margin requirements______ 9. Tightly bound copy with print lost in spine_______ 10. Computer printout pages with indistinct print______ 11. Page(s)____________ lacking when material received, and not available from school or author. 12. Page{s)____________ seem to be missing in numbering only as text follows. 13. Two pages numbered . Text follows. 14. Curling and wrinkled pages______ 15. Dissertation contains pages with print at a slant, filmed as received ---------- 16. Other_________________________________________________________________________ University Microfilms International TOWARDS A FEMINIST PEDAGOGY OF EMPOWERMENT: THE MALE AND FEMALE VOICES IN CRITICAL THEORY DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Tania Ramalho, B.S., M.A. ♦ m t The Ohio State University 1985 Reading Committee: Approved By: Richard N. Pratte Robert R. Barger 1 Adviser •'Department fAl n n M A H *■ of EducationalD # ] t ■ j n 1 Marlene B. Longenecker Policy and Leadership Copyright by Tania Ramalho 19B5 To my mother, Antonia Danuse de Castro Ramalho (July 4, 1921- December 25, 1984), who had all the knowledge but no voice. ii ACKNOWLEDGEMENTS My gratitude is deep to many friends who supported me through this long passage in my life. To Mostafa K. Nosseir, who gave me the incentive and the support to come to the U.S. for the Ph.D. program. To Dr. John Logsdon, who brought me to the George Washington U. To Ines Gumiero and Donald Kurtz, who cheered me up when I was alone in Washington D.C. To Frank Buchanan and Desmond Cook, who helped me to transfer to O.S.U. To Donald P. Sanders, who let me pursue a course of studies of my choice. To my first friends in Columbus, Annette Oren, Marian Schwab, Gary Milczarek, and Louise Wasson. To the researchers and staff members of the Center for Human Resource Research, from whom I learned American ways: Nancy Baker, Michael Borus, Jody Crowley, Liz Dubravcic, Art Fletcher, Jeanette Frasier, Mary Gagen, Jeff Golan, Cliff Kelley, Ellen Kreider, Enid Lagesse, Frank Mott, Michael Motto, Ellen Mumma, Gil Nestel, Herbert Pames, Joel Rath, Donald Ronchi, Pat Rotton, Lois Shaw, Alice Simon, Pam Sparrow, Anne Stathan, and John Thompson. To my sisters from the Center for Women's Studies: Sue Blanshan, Glynis Carr, Cathie Direen, Kris Dugas, Susan Dyer, Sigrid Ehrenberg, Lynn Fauss, Mary Margaret Fonow, Phyllis Gorman, Helen Fehervary, Terry Hartley, Lois Hembold, Suzanne Hyers, Donna Keuck, Bethe Lewis, Judith Mayne, Kelly McCormick, Terry Moore, Susan Moseley, Mildred Munday, Laurel Richardson, Barbara Rigney, Claire Robertson, Leila Rupp, Vivian Schaefer, Chris Smithies, Donna Stark, Mary Sullivan, Verta Taylor, and Willa Young. To my friends Dennis Gray and Judy Cook, Linda and Lilian Tyner, Connie Gaib and Rod Moore, Suzanne Vaughn, and Mrs. Cres Ricca, who always gave me love and support. To my Brazilian friends— Auta Barreto (mother and daughter), Olga Bernardini, Sueli da Costa, Miriam Lea de Gouvea, Sonia Kenski, Luiz Claudio Leivas, Marta Pimento de Moraes, Cynthia Rangel, Mary Lou Rebello, Teresinha Rodrigues, Juan Sandi, Clea da Silva, and Alina Souza, who always cared. To Beverly Nicholson, second mother to my son, who has been riding the roler-coaster of life with me holding my hand when I am scared. To my sisters-founders of the Serendipity collective, Theresa O’Brien and Virginia Wemmerus, who have been my core family for the past two years, and also to Sara Baker, Amy Girten, and Kathy Nolan. T.O'B., in special, has shared her mind, energy, love, and resources with me. To Marlene Longenecker, one of my most important role models. To Bob Bargar, from whom I learned that I could believe in myself. To my advisor Dick Pratte, who believed in me, and guided me very patiently. To my grandmother Alody, father Enock, sisters Mause and Penha, and brother Sergio, who sent me energy. To Dick Garner, who shared the process in every way, and whose care, kindness, and strategic support were essential to my accomplishing this task. To my son Gabriel, who sacrificed the most. Thank you. iii Born - Rio de Janeiro, Brazil American Field Service exchange student to Mechanicsburg High School, Mechanicsburg, Pennsylvania Elementary teacher degree, Institute de Educacao do Rio de Janeiro Elementary and secondary school teacher, Rio de Janeiro Public School System B.S. Social Sciences, Universidade Estado da Guanabara, Rio de Janeiro Mother, Gabriel Mostafa Nosseir M.A. Administration of Educational Systems, Fundacao Getulio Vargas, Rio de Janeiro Graduate Research Associate, Center for Human Resource Research, The Ohio State University Teaching Associate, Center for Women’s Studies, The Ohio State University TABLE OF CONTENTS Page DEDICATION.................. ii ACKNOWLEDGEMENT........................................ iii VITA ................................................. iv LIST OF FIGURES ....................................... x LIST OF TABLES........................................ ix CHAPTER I. INTRODUCTION....................................... 1 1. Uncovering the valuations ........................ 3 2. Conceptual framework ............................. 8 2.1. The idea of a critical theory....... 10 2.2. Feminism........................ 15 2.3. Theory of education ................... 22 3. Summary ...... 32 Footnotes................................ 36 II. KNOWLEDGE, HISTORICAL MATERIALISM, AND CRITICAL THEORY .. 40 1. Introduction.......... 42 2. Marx: the role of labor in historical materialism ... 43 2.1. Dialectics ........................... 44 2.2. Historical materialism ........ 46 v 2.3. Ideology and critical theory ................ 48 3. Jurgen Habermas: interests of knowledge and the role of communication in historical materialism .......... 50 3.1. The critique of science, and of instrumental reason 50 3.2. Science and the theory of knowledge......... 53 3.3. From classic to modern political theory, a story of alienation .......................... 56 3.4. The reconstruction of historical materialism ... 64 4. Feminist historical materialism: the erotic interest of knowledge .......................... 70 4.1. Androcentric and gynocentric knowledge ....... 71 4.2. The erotic interest of knowledge and the erotic sciences ...................................... 76 4.3. Towards a tridimensional historical materialism . 85 5. Summary and conclusions ........... 8B Footnotes ................ 92 III. THE INDIVIDUAL AND MORAL DEVELOPMENT ........... 97 1. Introduction................................... 99 2. Marx on the individual .......................... 100 3. Habermas1 theory of the individual ............... 102 3.1. Communicative
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