Alison Bailey

Sara Ruddick's contemporary philosophical account of mothering reconsiders the maternal arguments used in the women's peace movements of the earlier part of this century. The culmination of this project is her 1989 book, Maternal Thinking: Toward a Politics of Peace. Ruddick's project is ground-breaking work in both academic philosophy and feminist theory. In this chapter, I first look at the relationship between the two basic components of Ruddick's argument in Maternal Thinking: the "practicalist conception of truth" (PCT) and feminist standpoint theory (FST). I argue that Ruddick is never clear about the exact relation between the two components. These tensions point to a deeper problem in Ruddick's discussion of the critical power of maternal thinking. The diversity of maternal practices presents a genuine challenge to Ruddick’s account. I argue that neither of the components she explores can adequately ground a feminist peace politics without first answering the question of who speaks for mothers. While I can suggest ways to make Ruddick's argument consistent, she still faces-despite her claims of universality- the deeper problem of reconciling her account of maternal practice with the genuine diversity of actual maternal practices.

My engagement with Dotson’s essay begins with an overview of first- and second-order epistemic exclusions. I develop the concept of an "unlevel knowing field." I use examples from the epistemic injustice literature, and some of my own, to highlight the important distinction she makes between reducible and irreducible forms of epistemic oppression. Next, I turn my attention to her account of third-order epistemic exclusions. I offer a brief explanation of why her sketch of at this level makes an important contribution to the literature on epistemic injustice. In closing I suggest that Dotson’s account of third-order epistemic exclusions has a cognitive bend that limits the resources she might use for bringing about change, and suggest opening up the conversation to include affective, aesthetic or mystical resources.

This essay explores how the social location of white traitorous identities might be understood. I begin by examining some of the problematic implications of Sandra Harding's standpoint framework description of race traitors as 'becoming marginal.' I argue that the location of white traitors might be better understood in terms of their 'decentering the center.' I distinguish between 'privilege-cognizant' and 'privilege-evasive' white scripts. Drawing on the work of Marilyn Frye and Anne Braden, I offer an account of the contrasting perceptions and behaviors of white who animate one type of script and those who struggle to forge the other type. I use Maria Lugones account of identity and notions of 'world travel' and 'loving perception' and Aristotle's virtue theory to explicate the ways whites, and white feminists in particular, might cultivate a traitorous character conducive to an antiracist politics.

The Philosopher Queen: Feminist Essays on War, Love, and Knowledge. By Chris Cuomo. Lanham, Md.: Rowman and Littlefield Publishers, Inc., 2003. The Philosopher Queen is a powerful illustration of what Cherríe Moraga calls a "theory in the flesh." That is, theorizing from a place where "physical realities of our lives—our skin color, the land or concrete we grow up on, our sexual longings—all fuse to create a politic [and, I would add, an ethics, spirituality, and epistemology] born out of necessity" (Moraga 21). Cuomo's theory in the flesh combines standard philosophical essays with personal narratives and invites us to do philosophy from this joyful and witty place. Readers are invited to reframe and reexamine war, science, gender, sexuality, race, ecology, knowledge, and politics in a voice that is fearless, funny, faithful, and feminist—one that disrupts common understandings of how philosophy ought to be done. Instead philosophy should help us to "negotiate a wild, wicked world, and to provide some understanding of being and existence. The best philosophy aims to promote good and to produce knowledge, and therefore enable flourishing" (xi). Accepted philosophical approaches alone are inadequate. Life's challenges resist formulaic solutions. Knowledge is not always produced through neat deductions: truths are partial, power divides, stomachs growl, hearts are broken, and emotions influence...

My contribution to this conversation sets out to accomplish two things: First, I offer a definition of epistemic pushback. Epistemic pushback is an expression of epistemic resistance that occurs regularly in classroom discussions that touch our core beliefs, sense of self, politics, or worldv iews. Epistemic pushback is structural: It broadly characterizes a family of cognitive, affective, and verbal tactics that are deployed regularly to dodge the challenging and exhausting chore of engaging topics and questions that scare us. It can take such forms as direct deep hostility, knee jerk skepticism, or silence. Good teaching should not only track the production of knowledge, but also the production of ignorance. There are forms of epistemic pushback that are ignorance producing, so I work with students to cultivate a mindfulness around epistemic pushback by treating it as a ‘shadow text.’ The remainder of the paper explains the nature of shadow texts, and offers suggestions for how to navigate them.