This article explores the articulation of domestic knowledge, which is portrayed
as a feature of the feminine difference, with class and sexist inequalities.
It argues that domestic knowledge can empower women in spite of
class inequalities. Thus, the article enters the equality–difference contention
from an intermediate stance, ...»»»»
This article explores the articulation of domestic knowledge, which is portrayed
as a feature of the feminine difference, with class and sexist inequalities.
It argues that domestic knowledge can empower women in spite of
class inequalities. Thus, the article enters the equality–difference contention
from an intermediate stance, which rejects the extreme opposite
arguments (Subirats, 1998). On the one hand, this thesis reminds us that a
simple definition of ‘equality’ as ‘access to public resources’ is not enough
to understands empirical realities and to discuss the full extension of
citizenship to domestic life. On the other hand, it recognizes the importance
of the feminine difference, but signals the risk of overstating the point
if the concept of inequality is neglected.
The article is divided into three parts. The first one reviews the academic
literature about domestic inequalities and differences. It concludes that
new opportunities and new mechanisms of regulation have simultaneously
emerged. The second part reports a research project about
domestic knowledge and parental involvement at school in Spain. It provides
evidence to suggest that collective discussion can become a resource of power for women in that context. The third part links these ideas to academic
debates about gender relations and citizenship.^^^^
