Professional development needs to be understood as a spontaneous process of learning at work before moving on toward the 'desired' professional development. Learning as a result of working is often implicit, stems from social interaction and direct experience, involves the (thoughtless, implicit) reproduction …

This article discusses the viability of a feminist constructivist approach of knowledge through the careful reading of the work of the feminist scholar and historian of science and technology, Donna Haraway. Haraway proposes an interpretation of objectivity in terms of "situated knowledges". Both the …