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From counting women to deeper change: An interview with Barbara Applebaum.

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Title: From counting women to deeper change: An interview with Barbara Applebaum.
Authors: Gostomski, Alaina1 (AUTHOR), Applebaum, Barbara2 (AUTHOR) bappleba@syr.edu
Source: Educational Philosophy & Theory. Aug2026, Vol. 58 Issue 10, p898-903. 6p.
Subject Terms: *Philosophy of education, *Transgender students, *Gender inequality, Feminist theory, People of color, Intersectionality, Human sexuality
Abstract: This interview focuses on the history, evolution, and future directions of the Committee on the Status of Women (COSW), recently renamed the Committee on Gender, Sexuality, and the Status of Women, within the Philosophy of Education Society (PES). Barbara Applebaum, a longtime PES member and professor at Syracuse University, reflects on the committee’s origins in 1978, its initial focus on addressing gender inequity and increasing women’s representation, and its later engagement with feminist philosophy and broader identity-based justice issues. The discussion highlights ongoing challenges such as the marginalization of feminist and gender-related topics, the need for intersectional inclusion of BIPOC and transgender philosophers, and the importance of creating supportive, intergenerational communities within PES. The committee’s recent name change signals a commitment to expanding its mission to address diverse gender and sexuality concerns in philosophy of education. [Extracted from the article]
Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: From counting women to deeper change: An interview with Barbara Applebaum.
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  Data: <searchLink fieldCode="AR" term="%22Gostomski%2C+Alaina%22">Gostomski, Alaina</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Applebaum%2C+Barbara%22">Applebaum, Barbara</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> bappleba@syr.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Philosophy+%26+Theory%22">Educational Philosophy & Theory</searchLink>. Aug2026, Vol. 58 Issue 10, p898-903. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Transgender+students%22">Transgender students</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+inequality%22">Gender inequality</searchLink><br /><searchLink fieldCode="DE" term="%22Feminist+theory%22">Feminist theory</searchLink><br /><searchLink fieldCode="DE" term="%22People+of+color%22">People of color</searchLink><br /><searchLink fieldCode="DE" term="%22Intersectionality%22">Intersectionality</searchLink><br /><searchLink fieldCode="DE" term="%22Human+sexuality%22">Human sexuality</searchLink>
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  Data: This interview focuses on the history, evolution, and future directions of the Committee on the Status of Women (COSW), recently renamed the Committee on Gender, Sexuality, and the Status of Women, within the Philosophy of Education Society (PES). Barbara Applebaum, a longtime PES member and professor at Syracuse University, reflects on the committee’s origins in 1978, its initial focus on addressing gender inequity and increasing women’s representation, and its later engagement with feminist philosophy and broader identity-based justice issues. The discussion highlights ongoing challenges such as the marginalization of feminist and gender-related topics, the need for intersectional inclusion of BIPOC and transgender philosophers, and the importance of creating supportive, intergenerational communities within PES. The committee’s recent name change signals a commitment to expanding its mission to address diverse gender and sexuality concerns in philosophy of education. [Extracted from the article]
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  Group: Ab
  Data: <i>Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131857.2025.2528848
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        Text: English
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      – SubjectFull: Philosophy of education
        Type: general
      – SubjectFull: Transgender students
        Type: general
      – SubjectFull: Gender inequality
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      – SubjectFull: Feminist theory
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      – SubjectFull: People of color
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      – SubjectFull: Intersectionality
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      – SubjectFull: Human sexuality
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              Text: Aug2026
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              Y: 2026
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