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Full-Text Articles in Education
Verbing History: A Textualist Approach To Gendered Politics In U.S. History Curriculum, Ginney Patricia Norton
Verbing History: A Textualist Approach To Gendered Politics In U.S. History Curriculum, Ginney Patricia Norton
Graduate Theses and Dissertations
Using three curricular interventions from World War II, I employ an alternative rhetorical history to understand how Social studies curriculum has become a space for the simultaneous deliberation of both national identity and gender politics. In working through the propaganda of Rosie the Riveter, the stories of the women of Oak Ridge, Tennessee, and the experiences of gay men and women in the military during the war, I suggest that Social studies curriculum normalizes and reifies gendered, racial, and queer citizenship in relationship to white, masculine, and heteronormative citizenship. It also utilizes epideictic rhetoric to rhetorically and historically construct problematic …
Are They Listening?: Revisiting Male Privilege And Defensive Learning In A Feminist Classroom, Cameron A. Tyrrell
Are They Listening?: Revisiting Male Privilege And Defensive Learning In A Feminist Classroom, Cameron A. Tyrrell
All Graduate Theses, Dissertations, and Other Capstone Projects
Privileged students, particularly male-identified students, in women’s studies classrooms have been a population of study previously. Many feminist educators have encountered resistance from a male-identified student in their classroom. Scholarship has been done that analyzes the discourses around how male privilege is invoked by men in women’s studies classrooms. This study defined defensive learning with specific acts of disengagement that hinder privileged students, particularly male-identified students in Gender and Women’s Studies, from taking classes that are considered “feminist,” and from learning about systems of privilege. A series of semi-structured interviews with six male-identified students who were enrolled in women’s studies …