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Studies in Philosophy and Education

, Volume 38, Issue 1, pp 31–42 | Cite as

SF! Haraway’s Situated Feminisms and Speculative Fabulations in English Class

  • Sarah E. TrumanEmail author
Article

Abstract

This article draws on Donna Haraway’s call for feminist speculative fabulation as an approach to qualitative research methodologies and writing praxis in schools. The first section of the article outlines how I conceptualize speculative thought, through different philosophers and theorists, and provides a brief literature review of speculative fiction used in secondary English curricula. The article then focuses on an in school creative writing project with grade 9 English students. In the student examples that I attend to, speculative fabulations and situated feminisms (race, gender, sexuality) are entangled, rendered complex, and in tension. In the final section, I discuss the Whiteness of mainstream speculative fiction and argue that speculative fabulation must be accountable to situated feminisms in how we read, write, and conduct research.

Keywords

Speculative fiction Situated feminisms Speculative philosophy English education 

Notes

Funding

Funding was provided by Social Sciences and Humanities Research Council of Canada (Grant No. 756-2017-0016).

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Copyright information

© Springer Nature B.V. 2018

Authors and Affiliations

  1. 1.ESRI, Faculty of EducationManchester Metropolitan UniversityManchesterUK

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