DOcile Bodies And Disembodied Minds

Educational Theory

Volumn 46, Issue 4, 1996, Pages 525-543

  Davis, Hilary E ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79952419735     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.1996.00525.x     Document Type: Article

References (64)

1. Jane Roland Martin, Changing the Educational Landscape: Philosophy, Women, and Education (New York: Routledge, ). Linda K. Christian-Smith, ed., Texts of Desire: Essays on Fiction, Femininity and Schooling (London: The Palmer Press, 1993). Changing the Educational Landscape will be referred to as CEL and Texts of Desire will be referred to as TD throughout this review. 1994
2. Martin's philosophy of education is grounded in the liberal-humanist Enlightenment tradition. Con versely, the authors represented in Texts of Desire use a materialist, poststructural, ethnographic approach to reader-response which is critical of the Enlightenment tradition, its absolutist norms and blind faith in education's perfectibility. I will discuss this tension more specifically in this article's conclusion, but should note that while my stance overall is poststructuralist, I see strengths and weaknesses in both approaches.
3. Note how this science fiction example reiterates the gendered nature of this dichotomy.
4. Sandra Lee Bartky, Femininity and Domination: Studies in the Phenomenology of Oppression (New York: Routledge, 1990)
5. Susan Bordo, Unbearable Weight: Feminism, Western Culture, and the Body (Berkeley: University of California Press, 1993)
6. Jane Gallop, Thinking Through the Body (New York: Columbia University Press, 1988)
7. Genevieve Lloyd, The Man of Reason: "Male" and "Female" in Western Philosophy (Minneapolis: University of Minnesota Press, 1984)
8. Phyllis Rooney, "Gendered Reason: Sex Metaphor and Conceptions of Reason" Hypatia , no. 2 (1991): 77-103. 6
9. Bordo, Unbearable Weight, 13-14.
10. Richard Rodriguez, The Hunger of Memory (Boston: David R. Godine; 1982).
11. Although Martin does not discuss Foucault specifically in her work, much of her discussion of mind/body dualism and particularly this analysis of Rodriguez's education suggest such a Foucaultian analysis.
12. Michel Foucault, Discipline and Punish (New York: Vintage Books, 1979), 138.
13. See John Dewey, Democracy and Education (New York: Macmillan, 1961), 340.
14. Donna Haraway, "Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective" Feminist Studies 14, no. 3 (1988): 575.
15. Other feminist theorists, particularly materialist-feminism and other Marxist-inspired theories, refer to this as the public/private split. See Alison Jagger, Feminist Politics and Human Nature (Totowa, N.J.: Rowman and Allanheld, 1983) and Mary O'Brien, The Politics of Reproduction (Boston: Routledge and KeganPaul, 1981)
16. See also Hostile Hallways: The AAUW Survey on Sexual Harassment in America's Schools (Commissioned by the American Association of University Women Educational Foundation, researched by Harris/Scholaftic Research, a division of Louis Harris and Associates, Inc., 1993).
17. Carol Gilligan, In a Different Voice (Cambridge: Harvard University Press, 1982)
18. Lyn Mikel Brown and Carol Gilligan, Meeting at the Crossroads: Women's Psychology and Girls' Development (Cambridge: Harvard University Press, 1992)
19. Peggy Orenstein, Schoolgirls: Young Women, Self-Esteem, and the Confidence Gap (New York: Doubleday, 1994)
20. Myra and David Sadker, Failing at Fairness: How America's Schools Cheat Girls (New York: Charles Scribner's Sons, 1994)
21. The AAUW Report: How Schools Shortchange Girls: A Study of Major Findings on Girls and Education, (American Association of University Women Educational Foundation and the Wellesley College Center for Research on Women, ), 11, It should be noted that this particular conclusion was drawn from studies which focused primarily on white, middle-class girls. 1992
22. AAUW, How Schools Shortchange Girls, 68-70.
23. See Margaret Clark, The Great Divide (Canberra: Curriculum Development Centre, 1989) and Dale Spender, "Talking in Class," in Learning to Lose, ed. Dale Spender and Elizaabeth Sarah (London: Women's Press, 1980).
24. J. C. Walker and M.A. O' Loughlin, "The Ideal of the Educated Woman: fane Roland Martin on Education and Gender" Educaional Theory 34 (1984): 333-34.
25. Chinua Achebe, Home and Impediments: Selected Essays, 1965-1987 (London: Heinemann, 1988)
26. Henry A. Giroux and Peter L. McLaren, Critical Pedagogy, the State, and Cultural Struggle (Albany: State University of New York Press, 1989)
27. Edward Said, Culture and Imperialism (New York: Knopf, 1993)
28. Said, Orientalism (New York: Vintage, 1979)
29. Gayatri Spivak, In Other Worlds: Essays in Cultural Politics (New York: Routledge, 1978)
30. Spivak, Outside in the Teaching Machine (New York: Routledge, 1993)
31. the essays collected in Race, Identity, and Representation in Education, ed. Cameron McCarthy and Warren Crichlow (New York: Routledge, 1993), and those in Cultural Studies, ed. Lawrence Grossberg and Paula Treichler (New York: Routledge, 1992)
32. Said, Orientalism, 14.
33. Himani Bannerji, "But Who Speaks For Us? Experience and Agency in Conventional Feminist Paradigms" in Bannerji, Thinking Through: Essays on Feminism, Marxism, and Anti-Racism (Toronto: The Women's Press, 1995), 55-56.
34. For more on how "whiteness" is embedded as an invisible norm within liberal education see Leslie G. Roman, "White is a Color! White Defensiveness, Postmodernism, and Anti-racist Pedagogy" and Christine E. Sleeter, "How White Teachers Construct Race," in McCarthy and Crichlow, Race, Identity, and Representation
35. Ruth Frankenberg argues that "color-blindness," the effort not to see race differences and appeals to "blind justice" which is prevalent in Western discourse, is actually color-evasive and power-evasive. For example, she writes, "use of the phrase 'Black, green, yellow, or pink' is a euphemism or strategy for avoiding race: it shifts attention away from color differences that make a political difference by embedding meaningful differences amongnonmeaningfulones" Ruth Frankenberg, White Women, RaceMatters: The Social Construction of Whiteness (Minneapolis: University of Minnesota Press, 1993), 38.
36. See Nancy Chodorow, The Reproduction of Mothering (Berkeley: University of California Press, 1978)
37. Carol Gilligan, In a Different Voice (Cambridge: Harvard University Press, 1982)
38. Nel Noddings, Caring: A Feminine Approach to Ethics and Moral Education (Berkeley: University of California Press, 1984)
39. Sara Ruddick, "Maternal Thinking," in Mothering: Essays in Feminist Theory, ed. Joyce Trebilcot (Totowa, N.J.: Rowman and Allanheld, 1984).
40. Kal Alston, "Race Consciousness and the Philosophy of Education,"Philosophy of Education 1995 ed. Alven Neiman (Urbana: Philosophy of Education Society, 1995), 151.
41. AAUW, How Schools Shortchange Girls. See also Raphaela Best, We've All Got Scars: What Boys and Girls Learn in Elementary School (Bloomington: Indiana University Press, 1983)
42. Linda J. Nicholson, "Women and Schooling" in The Education Feminism Reader, ed. Lynda Stone (New York: Routledge, 1994);
43. Myra and David Sadker, Failing at Fairness: How America's Schools Cheat Girls (New York: Charles Scribner's Sons, 1994)
44. This is not to say that care, concern, and connection necessarily involve self-neglect and self-sacrifice. But rather, within Western patriarchal discourse the (feminine) 3C's are viewed as mutually exclusive of (masculine) autonomy. See Larry Blum et al, "Altruism and Women's Oppression" in Sandra Bishop and Marjorie Weinzweig, Philosophy and Women (Belmont, Calif.: Wads worth Publishers, 1979) for a concep tion of caring which attempts to transcend this gender dichotomy.
45. Tania Modleski, Loving with a Vengeance: Mass-Produced Fantasies for Women (Hamden, Conn.: Archon Books, 1982) and Janice Radway, Reading the Romance: Women, Patriarchy, and Popular Literature (Chapel Hill: University of North Carolina Press, 1984).
46. Rosalind Coward, Female Desire (London: Paladin Books, 1984) and Valerie Walkerdine, "Some Day My Prince Will Come," in Gender and Generation, ed. Angela McRobbie and M. Nava (London,: Macmillan, 1985). Reprinted in Valerie Walkerdine, Schoolgirl Fictions (New York: Verso, 1990).
47. Radway, Reading the Romance, 139, 155.
48. The comments in brackets are those of the author of the article in which this quote appears.
49. See also AAUW: How Schools Shortchange Girls
50. Rachel Brownstein, Becoming a Heroine: Reading about Women in Novels (Harmondsworth: Penguin, 1982).
51. With the appearance of the mass-produced novel in the nineteenth century, private reading was seen as a leisure activity for the narcissistic and self-absorbed, associated metaphorically with middle-class women and female characters such as Emma Bovary; Madame Bovary's obsession with romance novels is linked to her self-destruction. Reading for pleasure was criticized because it was consumptive and women were associated with the mass audience, the demanding public of consumers who threatened the author's autonomy, a menace to both civilization and capitalism. See Andreas Huyssen, "Mass Culture as Woman: Modernism's Other," in Studies in Entertainment: Critical Approaches to Mass Culture, ed. Tania Modleski (Bloomington: Indiana University Press, 1986).
52. Deborah Britzman, et al, "Slips That Show and Tell: Fashioning Multiculture as a Problem of Representation" in McCarthy and Crichlow, Race, Identity, and Representation, 190.
53. See Judith Williamson, "How Does Girl Number Twenty Understand Ideology?"Screen Education 40 (Autumn-Winter 1981/82): 80-87 and
54. Judith Williamson, "Is There Anyone Here from a Classroom? And other Questions of Education" Screen 26, no. 1 (1985): 90-95.
55. Henry Giroux, "Beyond the Ivory Tower: Public Intellectuals and the Crisis of Higher Education" in Higher Education Under Fire, ed. Michael Berube and Gary Nelson (New York: Routledge, 1995), 248.
56. Carmen Luke and Jennifer Gore, eds., Feminisms and Critical Pedagogy (New York: Routledge, 1992) and Jane Gallop, ed., Pedagogy: The Question of Impersonation (Bloomington: University of Indiana Press, 1995)
57. See Deborah Britzman, "Decentering Discourses in Teacher Education: Or, the Unleashing of Unpopular Things," Boston University Journal of Education 173, no. 3 (1991): 60-80
58. Valerie Walkerdine, Schoolgirl Fictions, Deanne Bogdan, Re-Educating the Imagination: Toward a Poetics, Politics, and Pedagogy of Literary Engagement (Portsmouth, N.H.: Heincmann-Boynton/Cook, 1992)
59. Deanne Bogdan, "When Is a Singing School (Not) a Chorus? The Emancipatory Agenda in Feminist Pedagogy and Literature Education" in Stone, The Education Feminism Reader) Susan H. Edgerton, "Toni Morrison Teaching the Interminable" in McCarthy and Crichlow, Race, Identity, and Representation; Elizabeth Ellsworth, "Why Doesn't This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy" reprinted in Stone, The Education Feminism Reader; Luke and Gore, Feminisms and Critical Pedagogy and
60. Janice M. Wolff, "Writing Passionately: Students' Resistance to Feminist Readings" College Composition and Communication 42, no. 4 (December 1991): 484-92.
61. Bogdan "When Is a Singing School (Not) a Chorus?" 349.
62. Britzman, "Decentering Discourses in Teacher Education," 75; quoted in Bogdan, "When Is? Singing School (Not) a Chorus?" 349.
63. Ellsworth, reprinted in Stone, The Education Feminism Reader, 318-20.
64. Ellsworth argues that critical pedagogy, despite its appeals to student empowerment, produces self-regulating individuals who have internalized the surveilling discipline of rational argument. She notes that "rational deliberation, reflection, and consideration of all viewpoints has become a vehicle for regulating conflict and the power to spea " 303.