Women curriculum theorists power, knowledge and subjectivity / Sandra Leaton Gray and David Scott.
| Author/creator | Gray, Sandra Leaton |
| Other author | Scott, David, 1951- |
| Format | Electronic |
| Publication Info | London ; New York, NY : Routledge, 2023. |
| Description | xv, 235 pages ; 24 cm. |
| Supplemental Content | Full text available from Taylor & Francis eBooks |
| Subjects |
| Series | Studies in curriculum theory |
| Contents | Foreword / by Janet L. Miller -- Maxine Greene and Imaginative Possibilities -- Susan Haack and Foundherentism -- Julia Kristeva and Edusemiotics -- Martha Nussbaum and Sex and Social Justice -- Nel Noddings and the Disposition of Care -- Jane Roland Martin and a Gender-Sensitive Curriculum -- Marie Battiste and indigenous knowledge -- Dorothea Beale and the Education of Girls -- Susan Isaacs, Phantasy and Play -- Maria Montessori and the autonomous development of children -- Mary Warnock and Special Educational Needs -- Lucy Diggs Slowe and human potential -- Decolonizing the Curriculum. |
| Abstract | "Most published bodies of work relating to curriculum theory focus exclusively, or almost exclusively, on the contributions of men. This is not representative of influences on educational practices as a whole, and it is certainly not representative of educational theory generally, as women have played a significant role in framing the theory and practice of education in the past. Their contribution is at least equal to that of men, even though it may not immediately appear as visible on library shelves or lecture lists. This book addresses this egregious deficit by asking readers to engage in an intellectual conversation about the nature of women's curriculum theory, as well as its impact on society and thought in general. It does this by examining the work of twelve women curriculum theorists: Maxine Greene, Susan Haack, Julia Kristeva, Martha Nussbaum, Nel Noddings, Jane Roland Martin, Marie Battiste, Dorothea Beale, Susan Isaacs, Maria Montessori, Mary Warnock and Lucy Diggs Slowe. It thus brings attention, through a semantic rendition of the world, those seminal relationships that exist between the three meta-concepts that are addressed in the work: feminism, learning and curriculum. It will appeal to scholars and researchers with interests in curriculum, and the philosophy and sociology of education"-- Provided by publisher. |
| Bibliography note | Includes bibliographical references and index. |
| Access restriction | Available only to authorized users. |
| Technical details | Mode of access: World Wide Web |
| Genre/form | Electronic books. |
| LCCN | 2022054352 |
| ISBN | 9781032258973 (hardback) |
| ISBN | 9781032268088 (paperback) |
| ISBN | (ebook) |
Availability
| Library | Location | Call Number | Status | Item Actions |
|---|---|---|---|---|
| Electronic Resources | Access Content Online | ✔ Available |