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An androcentric gauge: Portrayals of...

The University of Western Ontario (Canada).

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An androcentric gauge: Portrayals of gender relations in elementary social studies knowledge.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An androcentric gauge: Portrayals of gender relations in elementary social studies knowledge./
作者:	Bradford, Kathy J.
面頁冊數:	391 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1650.
Contained By:	Dissertation Abstracts International69-05A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR39247
ISBN:	9780494392478

An androcentric gauge: Portrayals of gender relations in elementary social studies knowledge.
Bradford, Kathy J.

An androcentric gauge: Portrayals of gender relations in elementary social studies knowledge. - 391 p.

Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1650.

Thesis (Ph.D.)--The University of Western Ontario (Canada), 2008.

Keywords. social studies, curriculum, textbooks, feminism, gender, discourse analysis

ISBN: 9780494392478Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

An androcentric gauge: Portrayals of gender relations in elementary social studies knowledge.
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245 1 3 $a An androcentric gauge: Portrayals of gender relations in elementary social studies knowledge.
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502 $a Thesis (Ph.D.)--The University of Western Ontario (Canada), 2008.
520 $a Keywords. social studies, curriculum, textbooks, feminism, gender, discourse analysis
520 $a An Androcentric Gauge is a content analysis of mandated elementary social studies school curricula and authorized textbooks in Alberta and Ontario. The study is designed to understand the ways in which gender and gender relations are represented in social studies knowledge in order to discover what these representations might reveal about underlying educational and societal attitudes toward gender equity. Situated in a palimpsest of feminist theories and the field of curriculum studies, the data collection and analysis were conducted using feminist critical discourse analysis methodology. This study of gender in curriculum is set within the social contexts of the feminist critique of mainstream Western knowledge; the impact of New Educational Right-inspired educational restructurings and curriculum reform in the two provinces; and, the state of social studies as both a field of research and as a school subject in Alberta and Ontario.
520 $a The analysis of the curriculum documents and textbooks reveals that there are far more men than women present in official social studies knowledge. Individuals who are named in curricula are found worthy of inclusion on the basis of their contributions to the public worlds of politics, adventure, and nation-building. An examination of the ways in which women and men are portrayed within societal institutions such as the family, work and occupations, and community reveals that the overarching worldview of curricula is one in which male perspectives take precedence over female perspectives. While women are mixed into the dominant curricular narratives, they must fit into rather than challenge or change existing storylines. As such women are often overtly portrayed as subordinate to men or are portrayed as approximating men within limited (and limiting) topics such as political participation and paid employment. Men are rarely if ever portrayed as embracing the responsibilities of childcare and domesticity.
520 $a Despite the good intentions of curriculum and textbook writers to increase the content about women in elementary social studies knowledge, the failure to re-conceptualize the purposes for social studies and the concomitant topics and perspectives in social studies results in a reification of taken-for-granted gender asymmetries, the valorization of men and their contributions, and the denigration of women and dismissal of their contributions.
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