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Revisiting Taba, Crosby and Berman: ...

McDonald, Joyce.

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Revisiting Taba, Crosby and Berman: A re-visionary exploration of women's curriculum history.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Revisiting Taba, Crosby and Berman: A re-visionary exploration of women's curriculum history./
Author:	McDonald, Joyce.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
Description:	198 p.
Notes:	Source: Dissertations Abstracts International, Volume: 56-06, Section: A.
Contained By:	Dissertations Abstracts International56-06A.
Subject:	Curricula. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9500404

Revisiting Taba, Crosby and Berman: A re-visionary exploration of women's curriculum history.
McDonald, Joyce.

Revisiting Taba, Crosby and Berman: A re-visionary exploration of women's curriculum history. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 198 p.

Source: Dissertations Abstracts International, Volume: 56-06, Section: A.

Thesis (Ph.D.)--Indiana University, 1994.

This item must not be sold to any third party vendors.

This project began with a personal search for voices and images which reflected my own experiences and understandings. Where, I asked, were the connections to women's educational experiences and the growing influence of feminist perspectives? Feminist theory and pedagogy could not have sprung into being with no history. Thus, from a broad project which assumes difference and seeks representations of that difference led me to examine curriculum history as a field, to question traditional historical and critical methods, and to locate a feminist lens through which connections and representations of difference might emerge. In this study I focused on selected works by Hilda Taba, Muriel Crosby and Louise Berman, who, writing as single female authors in the male-dominated discourse of the 1960s, addressed broad questions of curriculum theory, development and practice. While their contributions were recognized by their contemporaries as providing important connections to the androcentric ideas and ideals of the time, there had been no focus on their contributions to women's curriculum history and the development of feminist theories and practices. Drawing from feminist literature and research, I identified a set of characteristics for feminist pedagogy (i.e., responsibility, affiliation, communication, caring and inclusion) which served as a focus and a framework for conducting a critical, historical re-reading and re-visioning (Rich 1979) of each of the books published by Taba, Crosby and Berman in the 1960s. Those re-visionings provide multiple evidence of historical connections to today's feminist curriculum theory and pedagogical practice, validating feminist pedagogy as a curriculum movement, establishing the roles these women played in that historical movement, and expanding the possibilities for feminist re-visionary research.Subjects--Topical Terms:

3422445
Curricula.

Revisiting Taba, Crosby and Berman: A re-visionary exploration of women's curriculum history.
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100 1 $a McDonald, Joyce. $3 798197
245 1 0 $a Revisiting Taba, Crosby and Berman: A re-visionary exploration of women's curriculum history.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1994
300 $a 198 p.
500 $a Source: Dissertations Abstracts International, Volume: 56-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Overly, Norman V.
502 $a Thesis (Ph.D.)--Indiana University, 1994.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This project began with a personal search for voices and images which reflected my own experiences and understandings. Where, I asked, were the connections to women's educational experiences and the growing influence of feminist perspectives? Feminist theory and pedagogy could not have sprung into being with no history. Thus, from a broad project which assumes difference and seeks representations of that difference led me to examine curriculum history as a field, to question traditional historical and critical methods, and to locate a feminist lens through which connections and representations of difference might emerge. In this study I focused on selected works by Hilda Taba, Muriel Crosby and Louise Berman, who, writing as single female authors in the male-dominated discourse of the 1960s, addressed broad questions of curriculum theory, development and practice. While their contributions were recognized by their contemporaries as providing important connections to the androcentric ideas and ideals of the time, there had been no focus on their contributions to women's curriculum history and the development of feminist theories and practices. Drawing from feminist literature and research, I identified a set of characteristics for feminist pedagogy (i.e., responsibility, affiliation, communication, caring and inclusion) which served as a focus and a framework for conducting a critical, historical re-reading and re-visioning (Rich 1979) of each of the books published by Taba, Crosby and Berman in the 1960s. Those re-visionings provide multiple evidence of historical connections to today's feminist curriculum theory and pedagogical practice, validating feminist pedagogy as a curriculum movement, establishing the roles these women played in that historical movement, and expanding the possibilities for feminist re-visionary research.
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650 4 $a Education history. $3 3171959
650 4 $a Womens studies. $3 2122688
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773 0 $t Dissertations Abstracts International $g 56-06A.
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