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Educational Policy
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Researching the Margins: Feminist Critical Policy Analysis

Catherine Marshall

The powerful define the mainstream policy problems and determine the appropriate concerns for research in education. Those in power have operated for years from a male-normed paradigm. As a result, the needs and contributions of women have been marginalized. This article uses frameworks from the politics of knowledge and discourse to analyze ways in which gender research has been controlled and depoliticized. It identifies ignored feminist research and then poses challenges to researchers.

Educational Policy, Vol. 13, No. 1, 59-76 (1999)
DOI: 10.1177/0895904899131006
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