Teaching Women's History in Secondary Education: Constructing Gender Identity

Dam, G.T.M. ten; Rijkschroeff, Rally

doi:10.1080/00933104.1996.10505770

Cited by 15 publications

(5 citation statements)

References 7 publications

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“…The women's history project [6] focused on the impact of teaching women's history on the attitudes of girls and boys towards history and towards themselves as women/men (ten Dam & Rijkschroeff, 1996;ten Dam & Farkas-Teekcns, 1997). Teaching materials used in the research project paid attention to the position of women at three levels [7].…”

Section: Women's History: the Research Projectmentioning

confidence: 99%

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Equal but Different: contradictions in the development of gender identity in the 1990s

Volman¹,

Dam²

1998

British Journal of Sociology of Education

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and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

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Section: Women's History: the Research Projectmentioning

confidence: 99%

“…The learner report methodology was used in the research (see ten Dam & Rijkschroeff, 1996). Students were asked to formulate sentences about the subject which began with 'I have learnt that' or 'I have noticed/discovered that'.…”

Section: Women's History: the Research Projectmentioning

confidence: 99%

Equal but Different: contradictions in the development of gender identity in the 1990s

Volman¹,

Dam²

1998

British Journal of Sociology of Education

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“…Practitioner articles are ameliorative, proposing what to teach about women and how to teach it (e.g., Bair & Ackerman, 2014;Bousalis, 2012;Charter, 2015;Crocco, Pervez, and Katz, 2009;Kim, 2012;Kirkwood-Tucker, 2011;Lapham & Hanes, 2013;Schmeichel, Janis, & McAnulty, 2016;Wei, 2011). However, little research explores how teachers teach about women and gender in their social studies courses, how they discuss their intentions, or how students respond to the altered curriculum (Bair, 2008;Hahn, 1996;Levstik, 1998;Levstik & Groth, 2002;Stevens & Martell, 2016Ten Dam & Rijkschroeff, 1996;Ten Dam & Teekens, 1997). How can we know the work we produce has an ameliorative effect if we do not go into the classroom and examine what happens when those experiences are integrated?…”

Section: Introductionmentioning

confidence: 99%

Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction

Watson-Canning¹

2020

JCSR

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Due to intransigence of social studies curriculum-makers to broaden the scope of who and what is studied, women (especially non-white women) are lacking representation. However, some teachers go beyond the textbook to select alternative curriculum lenses. Utilizing curricular-instructional gatekeeping, complementary curriculum, and queer theory, this article examines how two secondary teachers who incorporate issues of gender and/or women’s experiences into their social studies curriculum describe their reasoning and intentions, how their expressed aims are manifested within their classrooms, and student reaction to the incorporation of gender and women’s experience in the social studies curriculum. Findings indicate participants value multiple perspectives and parity in social studies curriculum and map these ideas onto the explicit curriculum. However, student responses tend to resist teacher intentions and enactment of challenges to normative gender roles. This diffracted curriculum interferes with teacher aims, creating a curricular space where traditional assumptions of the gender binary play out in teacher-student and student-student interactions. These findings indicate a more relational approach to social studies curriculum may be needed to encourage students to engage constructively with nonnormative social ideas.

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“…This has resulted in girls and boys being quick to express opinions about the position of women and how it has changed. The normative nature of women's history has prevented students from considering it as a body of knowledge (ten Dam and Rijkschroeff 1996;ten Dam and Farkas-Teekens 1997).…”

Section: Notesmentioning

confidence: 99%

Care for Citizenship: An Analysis of the Debate on the Subject Care

Dam

Volman

1998

Curriculum Inquiry

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In 1993 the subject Care was introduced as a compulsory subject in Dutch secondary schools. This article analyzes the heated discussion preceding this decision which raised fundamental issues concerning "citizenship" and the objectives of education. Both opponents and proponents used the same oppositions in the debate, namely, the private sphere versus the public sphere, and cognitive education versus practical and moral education. We argue that these oppositions limit the potential of the subject Care. Therefore, we also explore ways to avoid these oppositions. An approach avoiding the first opposition can be found in a broad definition of care, as proposed in recent feminist theories. This approach extends the definition of care from caring for oneself to caring for others and the environment, and from care in the home and community to care as a sector of the labor market and as a responsibility of the state. In our opinion, the further development of the subject Care should be based on these theories. The second opposition can be avoided by conceptualizing learning as a process in which cognitive, affective, social, and practical elements are inextricably linked.

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Teaching Women's History in Secondary Education: Constructing Gender Identity

Cited by 15 publications

References 7 publications

Equal but Different: contradictions in the development of gender identity in the 1990s

Equal but Different: contradictions in the development of gender identity in the 1990s

Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction

Care for Citizenship: An Analysis of the Debate on the Subject Care

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