In this article we explore how perspectives drawn from feminism, postmodernism and poststructuralism can usefully be applied to debates in social work education. Within this framework we highlight the centrality of issues related to power, knowledge, difference and subjectivity. We do not seek to offer a new set of ‘isms’, but to suggest a range of possibilities about the ways in which knowledge is produced and used within social work.
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Featherstone et al. (1995) studied this question.
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