Challenging the Bifurcation of Nature: Women Workers’ Education through Process Philosophy

Article

Tamboukou, M. 2020. Challenging the Bifurcation of Nature: Women Workers’ Education through Process Philosophy. History of Education. 49 (3), pp. 313-326. https://doi.org/10.1080/0046760X.2020.1739758
AuthorsTamboukou, M.
Abstract

The bifurcation of nature taken as a gap between the scientific conception and the subjective experience of the world, is according to Alfred North Whitehead one of the major epistemic fallacies of modernity. In this paper I draw on insights from Whitehead’s process philosophy to map some analytical trails that I have followed in my work on the archives of women workers’ education. There are three themes that have emerged from this archival research decisively challenging the bifurcation of nature: the power of associations, the coexistence of permanence and flux and amor mundi, love for the world. In this light women workers’ education emerges as an assemblage of feelings, cognitive understandings, imaginative enactments and creative forces, wherein nature and culture are inextricably entangled.

JournalHistory of Education
Journal citation49 (3), pp. 313-326
ISSN0046-760X
Year2020
PublisherTaylor & Francis for History of Education Society
Accepted author manuscript
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/0046760X.2020.1739758
Web address (URL)https://doi.org/10.1080/0046760X.2020.1739758
Publication dates
Online05 Jun 2020
Publication process dates
Accepted12 Dec 2019
Deposited16 Dec 2019
Copyright holder© 2020 Taylor & Francis
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in History of Education on 5/6/2020, available online: http://www.tandfonline.com/10.1080/0046760X.2020.1739758.
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Erasing sexuality from the blackboard
Tamboukou, M. 2002. Erasing sexuality from the blackboard. Australian Feminist Studies. 17 (38), pp. 135-149.
Writing Feminist Genealogies
Tamboukou, M. 2003. Writing Feminist Genealogies. Journal of Gender Studies. 12 (1), pp. 5-19.
Visual Silences, Nomadic Narratives
Tamboukou, M. 2008. Visual Silences, Nomadic Narratives. Auto/biography Yearbook.
Nomadic subjects: Young black women in Britain
Tamboukou, M. and Ball, Stephen J. 2002. Nomadic subjects: Young black women in Britain. Discourse: Studies in the Cultural Politics of Education. 23 (3), pp. 267-284. https://doi.org/10.1080/0159630022000029777
Interrogating the emotional turn: Making connections with Foucault and Deleuze
Tamboukou, M. 2003. Interrogating the emotional turn: Making connections with Foucault and Deleuze. European Journal of Psychotherapy, Counselling & Health. 6 (3), pp. 209-223.
Tracing heterotopias: writing women educators in Greece
Tamboukou, M. 2004. Tracing heterotopias: writing women educators in Greece. Gender and Education. 16 (2), pp. 187-207.
Rethinking the political subject: narratives of parrhesiastic acts
Tamboukou, M. 2005. Rethinking the political subject: narratives of parrhesiastic acts. International Journal of Critical Psychology.
Power, desire and emotions in education: revisiting the epistolary narratives of three women in apartheid South Africa
Tamboukou, M. 2006. Power, desire and emotions in education: revisiting the epistolary narratives of three women in apartheid South Africa. Gender and Education. 18 (3), pp. 231-250.
Re-imagining the narratable subject
Tamboukou, M. 2008. Re-imagining the narratable subject. Qualitative Research. 8 (3), pp. 283-292.
Machinic Assemblages: Women, Art Education and Space.
Tamboukou, M. 2008. Machinic Assemblages: Women, Art Education and Space. Discourse: Studies in the Cultural Politics of Education. 29 (3), pp. 359-375.