The Gendered History of Bildung as Concept and Practice: A Speculative Feminist Analysis

Research output: Chapter or section in a book/report/conference proceedingChapter or section


This chapter uses an affirmative speculative feminist lens to rethink the history, purpose and future promise of Bildung. It uses a concept as method approach to trace the pedagogical life of Bildung. It maps its proliferations in discourse and discusses how it helped shape educational practice, particularly by producing unequal educational opportunities for girls and women. On a broader scale, feminist analysis reveals that Bildung has been instrumental in promoting Western-centric, individualistic, masculinist and colonialist modes of understanding and knowledge making. However, Bildung also possesses promise for feminist educational praxis. Its flexibility and openness as an educational concept means that, in affiliation with feminism, Bildung has the potential to promote more inclusive, socially just educational practices. A feminist Bildung might also have a more expansive educative potential to develop ethical and political forms of citizenship which engage with global, ecological challenges.
Original languageEnglish
Title of host publicationGender in Learning and Teaching
Subtitle of host publicationFeminist Dialogues Across International Boundaries
EditorsCarol A. Taylor, Chantal Amade-Escot, Andrea Abbas
Number of pages13
ISBN (Electronic)9781351066464
ISBN (Print)9781138479159
Publication statusPublished - 30 Apr 2019

Publication series

NameRoutledge Research in Educational Equality and Diversity

ASJC Scopus subject areas

  • Social Sciences(all)


Dive into the research topics of 'The Gendered History of Bildung as Concept and Practice: A Speculative Feminist Analysis'. Together they form a unique fingerprint.

Cite this