Skirting around critical feminist rationales for teaching women in social studies

• Mardi Schmeichel ^[1]
  1. [1] University of Georgia

     University of Georgia

     Estados Unidos

     
• Localización: Theory and research in social education, ISSN 0093-3104, Vol. 43, Nº 1, 2015, págs. 1-27
• Idioma: inglés
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• Dialnet Métricas: 4 Citas
• Resumen

  • Feminist practices can provide firm theoretical grounding for the kind of social studies that scholars promote, especially in relation to efforts to include women in the curriculum. However, in P–12 social studies education, neither women nor feminism receive much attention. The study described in this article was a discourse analysis of 16 recently published lesson plans that did include women. Through this examination of the rationales and language used to promote teaching about women, the author sheds light on some discursive obstacles inhibiting attention to gender issues in critical feminist ways and argues that by shifting norms in the field, we can realize feminism’s potential to contribute to both social studies and ongoing discussions about women and gender inequity in society.