Seeing and Knowing, Women and Learning in Medieval Europe 1200-1550
The transmission of knowledge in clerical and academic settings of the later Middle Ages has been relatively well studied by traditional scholarship. But successes achieved in other subject areas by application of a set of methodologies grouped under the rubric of 'gender studies' offered hope that valuable insights might come from application of these methodologies to medieval education.
Fmany years the dominant focus in gender relations has been the differences between men and women. Authors like Chodorow, Gilligan, and Tannen (author of the best-selleror You Just Don't Understand) have portrayed males and females as possessing different traits, styles, and even different languages, viewing these gender differences as deep-seated and enduring.
Gothic novels tell terrifying stories of patriarchal societies that thrive on the oppression or even outright sacrifice of women and others. Donna Heiland's Gothic and Gender offers a historically informed theoretical introduction to key gothic narratives from a feminist perspective. The book concentrates primarily on fiction from the 1760s through the 1840s.
Flamboyant, excessive, and full of changes, the 1920s fell between the two great wars of the 20th century. Characterized in America by the trends of Prohibition, bootleggers, the Harlem Renaissance, Art Deco design, and the Jazz Age, this period witnessed a shift in gender relations and moral values as well as the first generation gap.
Issues related to gender and sexual diversity in schools can generate a lot of controversy, with many educators and youth advocates under-prepared to address these topics in their school communities. This text offers an easy-to-read introduction to the subject, providing readers with definitions and research evidence, as well as the historical context for understanding the roots of bias in schools related to sex, gender, and sexuality.
