Student Responses to the Women's Reclamation Work in the Philosophy of Education

Bibliographic Data

ID8924514
AuthorsTeresa G Wojcik (0000-0001-6676-655X, Villanova University, corresponding author), Connie Titone (Villanova University)
Year2013
Volume49
Issue1
Pages32-44
Publication date2013-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Studies (JOURNAL)
Journal identifiersISSN: 0013-1946 • E-ISSN: 1532-6993
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2012.730589
OpenAlexW2034134336
LanguageEN
References cited15

Reclamation work denotes the process of uncovering the lost contributions of women to the philosophy of education, analyzing their works, making them accessible to a larger audience, and (re)introducing them to the historical record and canon. Since the 1970s, scholars have been engaged in the reclamation work, thus making available to students, professors, and researchers a rich and varied perspective for tracing the evolution of educational thought. This article shares the responses of undergraduate and graduate students to discussing the reclamation work and canonical formation in their Philosophy of Education course. Two of the benefits most commonly cited by students involve learning a fuller, more accurate picture of history and ameliorating contemporary gender inequity. We assert that the traditional canon and syllabi for Philosophy of Education and Social Foundation courses could be enriched through the inclusion of works that trace the tradition of women's intellectual thought

Archaeology · Art · Higher education · Inclusion (mineral · Land reclamation · Pedagogy · Perspective (graphical · Philosophy of education · Political science · Social science · Sociology · Syllabus · TRACE (psycholinguistics) · Work (physics · Engineering · Feminist Epistemology and Gender Studies · History · Law · Philosophy · Political Philosophy and Ethics · Wittgensteinian philosophy and applications

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