A Feminist Post-Structuralist Analysis of an Exemplar South African School History Text

Autor/inn/en	Fardon, Jill; Schoeman, Sonja
Titel	A Feminist Post-Structuralist Analysis of an Exemplar South African School History Text
Quelle	In: South African Journal of Education, 30 (2010) 2, S.307-323 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Feminism; Foreign Countries; Gender Bias; Textbooks; Content Analysis; History Instruction; Females; Instructional Innovation; Gender Differences; Masculinity; Questionnaires; Secondary School Teachers; Qualitative Research; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Feminismus; Ausland; Geschlechterstereotyp; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; History lessons; Geschichtsunterricht; Weibliches Geschlecht; Educational Innovation; Bildungsinnovation; Geschlechterkonflikt; Männlichkeit; Fragebogen; Qualitative Forschung; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A feminist post-structuralist perspective offers an alternative paradigm for the study of gender bias in History texts. It focuses on multiple perspectives and open interpretation, opens up space for female voices of the past and present, and deconstructs realist historical narrative. Our aim in this article is to discuss feminist post-structuralism as an innovative approach to History as a school subject, and to demonstrate its implications for the analysis of school History texts. We seek to identify and expose biases that marginalise women in school History texts and contribute to correcting these. Additionally, we seek to develop new knowledge for understanding gender differences. An example of the empirical application of the feminist post-structuralist perspective is provided. The exemplar text analysed supports masculine historical narrative, using a neutral and naturalising style, and renders women and the feminine meaning invisible. It is suggested that non-traditional forms of writing will help to dislodge the inherent hegemony in History texts and challenge the masculine status quo in school History texts. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01