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Centering women: Discourses and ena...

Eudey, Betsy.

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Centering women: Discourses and enactments of gender and pedagogy at a girls school.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Centering women: Discourses and enactments of gender and pedagogy at a girls school./
作者:	Eudey, Betsy.
面頁冊數:	239 p.
附註:	Adviser: Patricia Lather.
Contained By:	Dissertation Abstracts International62-04A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3011051
ISBN:	0493214720

Centering women: Discourses and enactments of gender and pedagogy at a girls school.
Eudey, Betsy.

Centering women: Discourses and enactments of gender and pedagogy at a girls school. - 239 p.

Adviser: Patricia Lather.

Thesis (Ph.D.)--The Ohio State University, 2001.

This study concerns discourses and enactments of gender and pedagogy by faculty members at A Girls School (AGS—a pseudonym), an independent, single-sex, college-preparatory school serving infants through twelfth graders. I have attempted to describe how discourses of gender and feminism play a role in the pedagogical philosophy and practices of teachers within a single-sex school committed to the education and empowerment of girls. The project involves an ethnographic case study of current teachers including a discourse analysis of institutional documents. The ethnographic case study includes interviews and observations with twelve faculty members during the 1997–1998 academic year. Setting a context for the case study, I engaged in a discourse analysis of archival documents related to institutional mission, long-range planning, and the school's 1990 decision to remain a single-sex institution. Further, I analyzed texts that were offered as “recommended readings” for faculty, and placed these works alongside additional texts on girls' schooling and feminist pedagogy.

ISBN: 0493214720Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Centering women: Discourses and enactments of gender and pedagogy at a girls school.
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520 $a This study concerns discourses and enactments of gender and pedagogy by faculty members at A Girls School (AGS—a pseudonym), an independent, single-sex, college-preparatory school serving infants through twelfth graders. I have attempted to describe how discourses of gender and feminism play a role in the pedagogical philosophy and practices of teachers within a single-sex school committed to the education and empowerment of girls. The project involves an ethnographic case study of current teachers including a discourse analysis of institutional documents. The ethnographic case study includes interviews and observations with twelve faculty members during the 1997–1998 academic year. Setting a context for the case study, I engaged in a discourse analysis of archival documents related to institutional mission, long-range planning, and the school's 1990 decision to remain a single-sex institution. Further, I analyzed texts that were offered as “recommended readings” for faculty, and placed these works alongside additional texts on girls' schooling and feminist pedagogy.
520 $a Based on observations and faculty interviews, the centering of women's experiences was widespread in both the informal and formal curriculum. The faculty participants attempted to enhance girls' understanding of women's contributions, experiences, and challenges, and to create a counter-discourse to traditional sex role socialization. While striving to eliminate discourses of “difference,” these faculty members also called upon these discourses when attempting to justify separate education for girls.
520 $a As observed in institutional documents and classroom settings, discourses of sex and gender permeate the institutional environment, and have direct links to institutional mission and curriculum. While the faculty members in the study generally do not name their teaching philosophies as gendered, the manner in which they teach and the hoped for outcomes all specifically take into consideration their students as females. Discourses of opportunity, voice, empowerment, confidence, and competence permeate faculty discourses related to educational aims. Such discourses are also found in institutional documents, suggesting a shared campus culture. Given these aims, surprisingly none of the faculty participants named their work as feminist, nor felt that the institutional mission included feminist agendas.
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