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This entry discusses the work of a late modern philosopher, Jane Roland Martin (1929–), who has contributed to at least two major paradigm shifts in thinking on education. First, she participated prominently in the movement that introduced analytic philosophy to educational theorists after the mid-20th century. Then, in that century’s last two decades, she led the postanalytic turn to acknowledge and value women as subjects and objects of educational thought, along with their philosophically neglected, gender-constructed purposes, practices, problems, and culturally diverse genres of educational inquiry. That generative move unsettled analytic philosophy’s dominance in the field nationally in the United States, even as it reinvigorated and broadened critical study of educational thought’s history internationally. After the arrival of the new millennium, Martin analyzed the conceptual ...

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