In her 1995 work, Haraway highlights the intersection between feminism and knowledge formation. She notes how the feminist movement has fused knowledge and action to achieve specific goals. This approach has valued shared experience as an essential element for mobilizing and constructing a collective identity despite the inherent contradictions that may arise. 

Awareness of social injustices, such as gender, race, and class, has been a significant achievement in response to historical oppression. Feminist epistemology has allowed women to have a voice, authority, and agency in scientific research, challenging patriarchal and colonial systems. Haraway highlights the importance of situated knowledge, arguing that the position from which knowledge is produced implies an ethical responsibility.

Situated knowledge is constructed from a conscious perspective of power structures and social relations, recognizing the need to represent the subject as an actor and agent, not as a resource. This approach also addresses the need to develop an awareness of the categories imposed by oppressive systems, such as patriarchy and colonialism. It recognizes the responsibility of those who produce knowledge in specific social, cultural, and political contexts.

Understanding the distribution of knowledge is important, as this influences inequalities between people and nations. Unequal access to information can limit development and social well-being (Espinoza & Jackson, 2019). Along these lines, it is suggested that universities can play a crucial role in creating collective knowledge by collaborating with local communities (Levine, 2016).

New digital technologies are transforming society and offering women participation opportunities, which can reconfigure knowledge-creation processes (Wajcman, 2006). Including the feminist perspective in science and technology is essential to address the gender gap, challenging the perceived neutrality and objectivity in scientific and technological research. This approach seeks to promote inclusive and equitable processes, recognizing the diversity of perspectives and the contribution of women in the construction of knowledge. The lack of a gender perspective and technological determinism can perpetuate gender inequalities and reproduce structural asymmetries, according to CEPAL (2023).