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Outputs (8)

Are chimeras ‘natural’? Disgust, ethics and ‘nature’ (2015)
Book Chapter
Gonzalez-Arnal, S. (2015). Are chimeras ‘natural’? Disgust, ethics and ‘nature’. In A. D. Ornella (Ed.), Making Humans: Religious, Technological and Aesthetic Perspectives (107-127). Inter-Disciplinary Press

In this chapter I argue, against Mary Midgley, that the ‘yuk’ feeling that is elicited by chimeras should not be taken into account when making moral evaluations of the kind of biotechnology that creates them (‘algeny’, according to Midgley). She lin... Read More about Are chimeras ‘natural’? Disgust, ethics and ‘nature’.

‘Justicia Epistemologica: Escuchando al Sur’ (2014)
Book Chapter
Gonzalez-Arnal, S. (2014). ‘Justicia Epistemologica: Escuchando al Sur’. In M. Rifà Valls, L. Duarte Campderrós, & M. Ponferrada Arteaga (Eds.), Nuevos desafíos para la inclusión social y la equidad en instituciones de educación superior (296-308). Universitat Autònoma de Barcelona

El concepto de justicia epistemológica ha recibido una gran atención en los últimos diez años en el ámbito de la filosofía anglófona y se ha desarrollado, de manera paralela (aunque utilizando otras denominaciones), en las llamadas “Epistemologías de... Read More about ‘Justicia Epistemologica: Escuchando al Sur’.

La enseñanza de la teoría de género desde una perspectiva interseccional en un contexto internacional: Una mirada crítica (2014)
Book Chapter
Gonzalez-Arnal, S. (2014). La enseñanza de la teoría de género desde una perspectiva interseccional en un contexto internacional: Una mirada crítica. In A. M. Goetschel, & B. Espinosa (Eds.), Hacia posgrados en inclusion social y equidad en America Latina: Experiencias y reflexiones : Actas del II Congreso Internacional de MISEAL, San José, Costa Rica, 18-22 noviembre 2013 (73-85). FLACSO

Este artículo es un intento a responder a la siguiente pregunta, que surge en el contexto del posgrado interseccional que forma parte del MISEAL: ¿Cómo incluir, en un módulo sobre teoría de género, la perspectiva interseccional y qué implica hacerlo... Read More about La enseñanza de la teoría de género desde una perspectiva interseccional en un contexto internacional: Una mirada crítica.

Embodied selves (2012)
Book
Lennon, K., Arnal, S. G., & Jagger, G. (2012). S. Gonzalez-Arnal, K. Lennon, & G. Jagger (Eds.). Embodied selves. Palgrave Macmillan. https://doi.org/10.1057/9781137283696

This interdisciplinary collection explores the role the body plays in constituting our sense of self, signalling the interplay between material embodiment, social meaning, and material and social conditions. Collectively the papers draw attention to... Read More about Embodied selves.

Contextualizing rationality: Mature student carers and higher education in England (2009)
Journal Article
Gonzalez-Arnal, S., & Kilkey, M. (2009). Contextualizing rationality: Mature student carers and higher education in England. Feminist economics, 15(1), 85-111. https://doi.org/10.1080/13545700802528323

In England, the Government has implemented policies to increase and diversify participation in higher education (HE). Changes in funding arrangements that shift the burden of paying for education from the state to individuals have also been introduce... Read More about Contextualizing rationality: Mature student carers and higher education in England.

The widening participation agenda: the marginal place of care (2008)
Journal Article
Alsop, R., Gonzalez-Arnal, S., & Kilkey, M. (2008). The widening participation agenda: the marginal place of care. Gender and Education, 20(6), 623-637. https://doi.org/10.1080/09540250802215235

This paper is based upon two empirical studies, which identify care-giving responsibilities as a key mediator of mature students' - a target group within the widening participation strategy - experiences of higher education. Employing a feminist lens... Read More about The widening participation agenda: the marginal place of care.

Experience and practice : gendered knowledge as a challenge to our epistemological paradigm (2000)
Thesis
Gonzalez Arnal, S. (2000). Experience and practice : gendered knowledge as a challenge to our epistemological paradigm. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4211269

Feminist epistemology has two aims: to show the androcentrism present in certain paradigmatic accounts of what counts as good knowledge and to provide us with alternatives. In this thesis I will follow that tradition and I will argue for a new episte... Read More about Experience and practice : gendered knowledge as a challenge to our epistemological paradigm.