Short Abstract:

Teaching children and youth is a women's profession, where the feminist approach is important. Unwriting the education processes from a woman's point of view can reveal unseen, unheard, untellable, or untouched causalities and stereotypes.

Long Abstract:

Man is the bearer of knowledge through written history (Babcock, 1987); knowledge is man's domain. Until over a hundred years ago, women were not allowed to attend universities. It was not seen as important for women to have higher education than elementary school, and education for women is still doomed to be irrelevant (and sometimes dangerous) in some parts of the world, even now. However, at least in the Euro-American world, there are predominantly women who are teachers in most primary, secondary and, more and more frequently, even tertiary schools nowadays. The history of knowledge and, therefore, education has been written by men, even if it is now done predominantly by women. What has the unwriting about education done by and done for women (un)told us about the circumstances of education?

Writing education and its history through the feminist approach can reveal untold and unwritten causalities. It can reshape education as we see it, with embedded assumptions imposed by the power of men's hegemonic view.

Our panel aims to use a feminist approach to the profession of teaching and also discuss folkloristics in the practice of education, including new pedagogical approaches like "sentipensante" in the folklore classroom. It asks questions like: How does femininity shape education? How does education done by women shape the status of education? Or perhaps more precisely, why did women not gain power when becoming teachers? The panel is not limited to suggested questions; it aims to discuss the topic of feminist approaches toward teaching.

This Panel has so far received 2 paper proposal(s).
Propose paper