Women curriculum theorists: power, knowledge and subjectivity
"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...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York, NY
Routledge
2023
|
| Schriftenreihe: | Studies in curriculum theory
|
| Schlagworte: | |
| Zusammenfassung: | "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"-- |
| Beschreibung: | XV, 235 Seiten |
| ISBN: | 9781032258973 9781032268088 |
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| 520 | 3 | |a "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"-- | |
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Datensatz im Suchindex
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| author | Gray, Sandra Leaton Scott, David 1951- |
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| 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 |
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| id | DE-604.BV048909350 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T21:52:52Z |
| indexdate | 2024-07-10T09:49:32Z |
| institution | BVB |
| isbn | 9781032258973 9781032268088 |
| language | English |
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| physical | XV, 235 Seiten |
| publishDate | 2023 |
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| series2 | Studies in curriculum theory |
| spelling | Gray, Sandra Leaton Verfasser (DE-588)1297321561 aut Women curriculum theorists power, knowledge and subjectivity Sandra Leaton Gray and David Scott London ; New York, NY Routledge 2023 XV, 235 Seiten txt rdacontent n rdamedia nc rdacarrier Studies in curriculum theory 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 "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"-- Pädagogik (DE-588)4044302-4 gnd rswk-swf Lehre (DE-588)4241291-2 gnd rswk-swf Frau (DE-588)4018202-2 gnd rswk-swf Women educators / Biography Education / Curricula Education / Philosophy Women educators Biographies Frau (DE-588)4018202-2 s Lehre (DE-588)4241291-2 s Pädagogik (DE-588)4044302-4 s DE-604 Scott, David 1951- Verfasser (DE-588)122161327 aut Äquivalent Druck-Ausgabe, Paperback 978-1-03-226808-8 Erscheint auch als Online-Ausgabe 978-1-00-328931-9 |
| spellingShingle | Gray, Sandra Leaton Scott, David 1951- Women curriculum theorists power, knowledge and subjectivity 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 Pädagogik (DE-588)4044302-4 gnd Lehre (DE-588)4241291-2 gnd Frau (DE-588)4018202-2 gnd |
| subject_GND | (DE-588)4044302-4 (DE-588)4241291-2 (DE-588)4018202-2 |
| title | Women curriculum theorists power, knowledge and subjectivity |
| title_auth | Women curriculum theorists power, knowledge and subjectivity |
| title_exact_search | Women curriculum theorists power, knowledge and subjectivity |
| title_exact_search_txtP | Women curriculum theorists power, knowledge and subjectivity |
| title_full | Women curriculum theorists power, knowledge and subjectivity Sandra Leaton Gray and David Scott |
| title_fullStr | Women curriculum theorists power, knowledge and subjectivity Sandra Leaton Gray and David Scott |
| title_full_unstemmed | Women curriculum theorists power, knowledge and subjectivity Sandra Leaton Gray and David Scott |
| title_short | Women curriculum theorists |
| title_sort | women curriculum theorists power knowledge and subjectivity |
| title_sub | power, knowledge and subjectivity |
| topic | Pädagogik (DE-588)4044302-4 gnd Lehre (DE-588)4241291-2 gnd Frau (DE-588)4018202-2 gnd |
| topic_facet | Pädagogik Lehre Frau |
| work_keys_str_mv | AT graysandraleaton womencurriculumtheoristspowerknowledgeandsubjectivity AT scottdavid womencurriculumtheoristspowerknowledgeandsubjectivity |