Jane Roland Martin
Biographic Data
| ID | 5240679 |
|---|---|
| NAME | Jane Roland Martin |
| GIVEN NAMES | Jane Roland |
| FAMILY NAME | Martin |
| SIGNATURE | MARTIN J R |
| AFFILIATIONS | University of Massachusetts Boston |
| VERIFIED | No |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 39 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1963 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
The Path Not Taken
In a response to critics, R.S. Peters acknowledged that a more general concept of education exists than the ‘school-related’ one he analysed and defended his decision to ignore it by saying that it ‘indiscriminately’ marks out the ‘mundane, instrumentally oriented operations’ involved in rearing children. In this paper I sketch in the portion of the educational landscape that Peters left out of the picture. Once seen, it becomes apparent not only…
Renouncing Human Hubris and Reeducating Commonsense
Response to Barbara Thayer-Bacon’s Review of Education Reconfigured
Articles
A Letter to Readers
I hope you will do this accused racist, classist, and essentialist one favor. Read my work for yourself before reaching your verdict. Then, whatever your verdict may be, ask yourself why a scholar who says she expects and hopes for challenges refuses to address the challenges contained in my commentary on her paper and instead changes the subject. With the fervent wish that a warmer feminist research climate is on its
What Should We Do with a Feminist Educational Theory When We Have One? A Response to Audrey Thompson
I have recently published Cultural Miseducation (Martin, 2002), a book in which I develop what I call a approach to education. Instead of focusing on individual learners-or classes of learners-this approach focuses on wealth a culture possesses; or rather, it focuses on stock a culture possesses, a more neutral term that encompasses both assets and liabilities. Instead of asking how children or adults learn, whether they learn what they are expec…
Aerial Distance, Esotericism, and Other Closely Related Traps
There's Too Much to Teach: Cultural Wealth in an Age of Scarcity
Changing the Educational Landscape: Philosophy, Women, and Curriculum
Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detachment to her earliest efforts at revolutionizing the curriculum. Her later essays on women and gender further showcase the tremendous intellectual en…
Bildade kvinnor - motsägelser och utmaningar
Virginia Woolf uppmanade kvinnorna att träda in i de lärda yrkena för att omskapa den manligt präglade kultu ren. Men hur ska kvin norna kunna vända upp och ned på världen när de är splittrade på två olika håll? En liten klick sitter på högavtönade positioner med manlig dominans. De flesta återfin ns i lågavlönade yrken inom utbildning, sjukvård och socialt arbete
Methodological Essentialism, False Difference, and Other Dangerous Traps
The new problem of curriculum
The Schoolhome: Rethinking Schools for Changing Families
A century ago, John Dewey remarked that when home changes radically, school must change as well. With family, and gender roles dramatically altered in recent years, we are faced with a difficult problem; in the lives of more and more American children, no one is home. The Schoolhome proposes a solution. Drawing selectively from reform movements of the past and relating them to the unique needs of today's parents and children, Jane Martin aims to …
Filling the gap: The goals of American education revised
Ideological Critiques and the Philosophy of Science
An examination of the growing literature on gender and science leads to the conclusion that Richardson (1984) has underestimated the significance for philosophy of science of ideological critique. After describing one segment of this literature, namely, gender-based analyses of particular branches of scientific research, this paper argues that the function of at least gender ideological critique goes beyond explanation and that its explanatory fu…
Reclaiming a Conversation: The Ideal of the Educated Woman
Redefining the Educated Person: Rethinking the Significance of Gender
Two Dogmas of curriculum
What Should We Do with a Hidden Curriculum When We Find One
(1976). What Should We Do with a Hidden Curriculum When We Find One? Curriculum Inquiry: Vol. 6, No. 2, pp. 135-151
New Essays in the Philosophy of Education
The Disciplines and the Curriculum
Another Look at the Doctrine of Verstehen
Some inadequacies in Hardie's theory of knowledge
Methodological Essentialism, False Difference, and Other Dangerous Traps
What Should We Do with a Hidden Curriculum When We Find One
(1976). What Should We Do with a Hidden Curriculum When We Find One? Curriculum Inquiry: Vol. 6, No. 2, pp. 135-151
There's Too Much to Teach: Cultural Wealth in an Age of Scarcity
Redefining the Educated Person: Rethinking the Significance of Gender
Renouncing Human Hubris and Reeducating Commonsense
Response to Barbara Thayer-Bacon’s Review of Education Reconfigured
The new problem of curriculum
Filling the gap: The goals of American education revised
The Disciplines and the Curriculum
Some inadequacies in Hardie's theory of knowledge
The Disciplines and the Curriculum
Another Look at the Doctrine of Verstehen
What Should We Do with a Hidden Curriculum When We Find One
(1976). What Should We Do with a Hidden Curriculum When We Find One? Curriculum Inquiry: Vol. 6, No. 2, pp. 135-151
New Essays in the Philosophy of Education
Two Dogmas of curriculum
Reclaiming a Conversation: The Ideal of the Educated Woman
Redefining the Educated Person: Rethinking the Significance of Gender
Ideological Critiques and the Philosophy of Science
An examination of the growing literature on gender and science leads to the conclusion that Richardson (1984) has underestimated the significance for philosophy of science of ideological critique. After describing one segment of this literature, namely, gender-based analyses of particular branches of scientific research, this paper argues that the function of at least gender ideological critique goes beyond explanation and that its explanatory fu…
Filling the gap: The goals of American education revised
The new problem of curriculum
The Schoolhome: Rethinking Schools for Changing Families
A century ago, John Dewey remarked that when home changes radically, school must change as well. With family, and gender roles dramatically altered in recent years, we are faced with a difficult problem; in the lives of more and more American children, no one is home. The Schoolhome proposes a solution. Drawing selectively from reform movements of the past and relating them to the unique needs of today's parents and children, Jane Martin aims to …
Bildade kvinnor - motsägelser och utmaningar
Virginia Woolf uppmanade kvinnorna att träda in i de lärda yrkena för att omskapa den manligt präglade kultu ren. Men hur ska kvin norna kunna vända upp och ned på världen när de är splittrade på två olika håll? En liten klick sitter på högavtönade positioner med manlig dominans. De flesta återfin ns i lågavlönade yrken inom utbildning, sjukvård och socialt arbete
Methodological Essentialism, False Difference, and Other Dangerous Traps
Aerial Distance, Esotericism, and Other Closely Related Traps
There's Too Much to Teach: Cultural Wealth in an Age of Scarcity
Changing the Educational Landscape: Philosophy, Women, and Curriculum
Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detachment to her earliest efforts at revolutionizing the curriculum. Her later essays on women and gender further showcase the tremendous intellectual en…
A Letter to Readers
I hope you will do this accused racist, classist, and essentialist one favor. Read my work for yourself before reaching your verdict. Then, whatever your verdict may be, ask yourself why a scholar who says she expects and hopes for challenges refuses to address the challenges contained in my commentary on her paper and instead changes the subject. With the fervent wish that a warmer feminist research climate is on its
What Should We Do with a Feminist Educational Theory When We Have One? A Response to Audrey Thompson
I have recently published Cultural Miseducation (Martin, 2002), a book in which I develop what I call a approach to education. Instead of focusing on individual learners-or classes of learners-this approach focuses on wealth a culture possesses; or rather, it focuses on stock a culture possesses, a more neutral term that encompasses both assets and liabilities. Instead of asking how children or adults learn, whether they learn what they are expec…
Articles
Response to Barbara Thayer-Bacon’s Review of Education Reconfigured
Renouncing Human Hubris and Reeducating Commonsense
The Path Not Taken
In a response to critics, R.S. Peters acknowledged that a more general concept of education exists than the ‘school-related’ one he analysed and defended his decision to ignore it by saying that it ‘indiscriminately’ marks out the ‘mundane, instrumentally oriented operations’ involved in rearing children. In this paper I sketch in the portion of the educational landscape that Peters left out of the picture. Once seen, it becomes apparent not only…
Sociology (20 works) · Philosophy (14 works) · Epistemology (12 works) · Political science (12 works) · Psychology (10 works) · Law (9 works) · Pedagogy (9 works) · Philosophy (6 works) · Computer Science (5 works) · Curriculum (5 works)