Lost Opportunities in Teaching Geography

Baber, Zonia

doi:10.1080/00221341608986900

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“…I do not intend be a romantic mythmaker, but rather to ask that we explore where there might be counternarratives to those we construct as “master narratives” of our discipline. Did other early 20th century geographers share Zonia Baber's commitments to peace, antiracism, and conservation, evident in her writing on goals in the teaching geography (Baber 1916) and in her public lectures on such topics as “Disarmament”“Philippine Islands: Desire for Independence;”“Work of the Women's International League for Peace and Freedom,”“Con‐ditions for a Durable Peace,”“The Price We Pay for the Color Line,”“The Superior Race Myth,” and “The Protection of Wild Flowers in South Africa?” An active organizer, founder of the Chicago Geographical Society for which she sought women speakers, Baber also chaired the Race Relations Committee of the Chicago Woman's Club, was a member of the Executive Committee, Chicago Branch of the National Association for the Advancement of Colored People, and worked with the Asociació n Puertoriqueña de Mujeras Sufragistas and the Liga Social Sufragista, Puerto Rico (Baber File Society of Woman Geographers Collection Library of Congress). To what extent did geographers engage in the space‐ and place‐based issues of civil rights politics nationally or locally in the 1950s and 1960s?…”

Section: Gender and The Construction Of Geographic Knowledgementioning

confidence: 99%

Women, Gender, and the Histories of American Geography

Monk

2004

Annals of the Association of American Geographers

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Histories of American geography have tended to concentrate on geographic thought and on the men who have been seen as major figures in research. In contrast, I examine the careers of women geographers and of professional practices in American geography in the 20th century. My approach reflects thinking in feminist studies and the social studies of science, which acknowledge the existence of multiple histories and the importance of paying attention to contexts. Before 1950, values linking prestige and masculinity resulted in the exclusion of women geographers from university professorships though they found opportunities in teacher education and outside academia. In the post-World War II era, even as higher education expanded rapidly, women's representation in the profession declined substantially, influenced by the social climate that promoted women's domesticity and priorities for recruiting men. Academic practices and the consciousness of the few women graduate students reflected this gendered culture. Whether women geographers have valued particular aspects of their work and created distinctive knowledge pose questions for further exploration. A brief look at the practices and meanings of field education over the century suggests that such experience has been important to women, even when attempts have been made to exclude their participation. There are also indications that women geographers disproportionately bring social concerns to the discipline. The paper calls for reflection on the implications of our histories for the profession's future, especially for graduate education.

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Section: Gender and The Construction Of Geographic Knowledgementioning

confidence: 99%

Women, Gender, and the Histories of American Geography

Monk

2004

Annals of the Association of American Geographers

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Lost Opportunities in Teaching Geography

Cited by 1 publication

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Women, Gender, and the Histories of American Geography

Women, Gender, and the Histories of American Geography

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