The particular and the feminine: Gendered accounts in educational theorizing

Educational Theory

Volumn 49, Issue 2, 1999, Pages 251-264

  Hicks, Deborah ^a  

^a UNIVERSITY OF CINCINNATI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79954301817     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.1999.00251.x     Document Type: Article

References (39)

1. Penelope Fitzgerald, The Blue Flower (New York: Houghton Mifflin Company, 1995, 100.
2. Lawrence Blum, Moral Perception and Particularity (New York: Cambridge University Press, 1994) and Iris Murdoch, The Sovereignty of the Good (New York Schocken Books, 1970). See Carol Gilligan, In a Different Voice: Psychological Theory and Women's Development [Cambridge: Harvard University Press, 1982) for a classic discussion of such issues.
3. Genevieve Lloyd, TheMan of Reason: "Male" and Female"in Western Philosopliy, 2d ed. (Minneapolis: University of Minnesota Press, 1993.
4. See Natalie Davis, Fiction in the Archives: Pardon Tales and their Tellers in Sixteenth-Century France (Stanford Stanforduniversity Press, 1987) andRenato Rosaldo, Culture and Truth: The Remaking of Social Analysis (Boston: Beacon Press, 1989) for particularly cogent dlscussions of narrative.
5. Kathleen Casey, "The New Narrative Research in Education," in Review of Research in Education, ed. Michael Apple (Washington, D.C.: American Educational Research Association 1961, 1995-, 21 1-53.
6. Martha Nussbaum, Love's Knowledge: Essays on Phhilosophy and Literature (New York: Oxford University Press, 1990).
7. Martha Nussbaum, School for Women [London: Virago Press, 1996).
8. Jane Miller, Seductions: Studies in Reading and Culture (London: Virago Press, 10. These last two books will be cited as SW and SS in the text for all subsequent citations.1990.
9. Kathleen Carter, "The Place of Story in the Study of Teaching and Teacher Education," Educational Researcher 22, no. 1 (1993): 5-12.
10. Madeleine Grumet, Bitter Milk: Women and Teaching (Amherst: University of Massachusetts Press.
11. See Carol Witherall and Nel Noddings, Stories Lives Tell: Narrative and Dialogue in Education [New York: Teachers College Press, 1991).
12. Sue Middleton, Educating Feminists: Life Histories and Pedagogies (New York: Teachers College Press, 1993, 65.
13. Jean Clandinin and Michael Connelly, "Teachers' Professional Knowledge Landcapes: Teacher Stories-Stories of Teachers - School Stories - Stories of Schools," Educational Researcher, 25, no. 3 [1996): 24-30.
14. Michael Connelly and Jean Clandinin, "On Narrative Method, Personal Philosophy, and Narrative Unities in the Story of Teaching," Iournal of Research in Science Teaching (1986): 24.
15. Clandinin and Connelly, "Teachcrs' Professional Knowledge Landscapes," 25.
16. See Davis, Fiction in the Archives.
17. Jo Anne Pagano, "Moral Fictions: The Dilemma of Theory and Practice," in Stories Lives Tell: Narrative and Dialogue in Education (New York: Teachcrs College Press, 1991, 197.
18. Annie Emaux, A Woman's Story, trans. Tanya Leslie (New York: Four Walls Eight Windows Press, 1991) and Annie Emaux, A Man's Place, trans. Tanya Leslie (New York: Four Walls Eight Windows Press, 1992). These books will be cited as WS and MP in the text for all subsequent references. Pagano, "Moral Fictions.".
19. James Paul Gee, "What is Literacy?" Journal of Education 1, no. 171 (1989): 18-25.
20. Social Linguistics and Literacies: Ideologies in Discourses (New York: The Falmer Press, 1990).
21. Jean Lave, "Learning a Participation in Communities of Practice." Paper presented at the annual meeting of the American Educational Research Association, San Francisco, April 1992.
22. Carmen Luke, "Feminist Pedagogy Theory: Reflections on Power and Authority," Educatjonal Theor 46, no. 3 (1996): 283-302.
23. Grumet, Bitter Milk, xix. Similar arguments have also been made by Barbara J. Thayer-Bacon, "The Nurturing of a Relational Epistemology," Educational Theory 47, no. 2 (265: "Like John Dewey, I view knowing as an activity, like dancing, singing, or loving, that is done with others."1997.
24. For instance, as in JeromeBruner, ActualMinds. Possible Worlds (Cambridge: HarvardUniversity Press, 1986) and Jerome Bruner, The Culture of Education (Cambridge: Harvard University Press, 1996).
25. Lloyd, Man of Reason.
26. For wonderful philosophical arguments about similar issues, seeMikhail Bakhtin, Toward a Philosophy ofthe Act, ed. Vadim Liapunov and Michael Holquist, trans. Vadim Liapunov (Austin: University of Texas Press, 1993) and James Garrison, Dewey and Eros: Wisdom and Desire in the AIL of Tenching (New York Teachers College Press, 1997).
27. Nussbaum, Love's Knowledge, 280-84.
28. G.W.F. Hegel, as discussed in Lloyd, Man of Reason, 80-85.
29. Discussed in James Paul Gee, "What is Literacy?" Journal ofEducation 1, no. 171 (1989): 18-25.
30. James Paul Gee, Social Linguistics and Literacies: Ideologies in Discourses (New York: The Falmer Press, 1990).
31. James Wertsch, Voices of the Mind: A Sociocultural Approach to Mediated Action (Cambridge: Harvard University Press, 1991 J.
32. Grumet, Bittcr Milk, xix.
33. Dorothy E. Smith, "Femininity as Discourse," in Becoming Feminine: The Politics of Popular Culture, ed. Leslie G. Roman, Linda K. Christian-Smith, and Elizabeth Ellsworth (New York: The Falmer Press, 1988), 37-59.
34. Martha Nusshaum, The Fragility of Goodness: Luck andEihics in Greek Tragedy and Philosophy (New York Cambridge University Press, 1986, 45.
35. For instance, Lorraine Code, What Can She Know! Feminist Theoryand the Construction of Knowledge (Ithaca, N.Y.C:o rnell University Press, 1991.
36. Allison Jaggar, "Love and Knowledge: Emotion in Feminist Epistemology," in GenderlBodylKnowledge: Feminist Reconstruction of Being and Knowing, ed. Allison Jaggar and Susan Bordo (New Brunswick, N.J.: Rutgers University Press, 1992).
37. Thayer-Bacon, "The Nurturing of a Relational Epistemology.
38. Nussbaum, Love's Knowledge.
39. Mike Rose, Lives on the Boundary [New York Penguin Books, 1989.