Women and History: Outside the Academy

Autor/in	Coughlin, Mimi
Titel	Women and History: Outside the Academy
Quelle	In: History Teacher, 40 (2007) 4, S.471-479 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	United States History; Feminism; Females; Biographies; Gender Bias; Gender Discrimination; Higher Education; Sex Role; Educational Philosophy; Authors; Misconceptions; Intellectual Disciplines; Research Methodology; Socialization; American Indian History; African American History; Critical Theory; History Instruction; Historiography; Academic Discourse; Archives; Scientific Principles; Educational History; Historians; Historical Interpretation + Suchen Sie Ihr Suchwort? Feminismus; Weibliches Geschlecht; Biography; Biografie; Biographie; Geschlechterstereotyp; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterrolle; Bildungsphilosophie; Erziehungsphilosophie; Author; Autor; Autorin; Missverständnis; Geisteswissenschaften; Research method; Forschungsmethode; Socialisation; Sozialisation; Kritische Theorie; History lessons; Geschichtsunterricht; Geschichtsschreibung; Discourse; Diskurs; Archivwesen; Archiv; History of education; Bildungsgeschichte; Historian; Historiker; Historische Interpretation
Abstract	The active participation of women in the field of American history dates back to the earliest writings on the subject. The rich and long history of women writing, teaching and researching in the field of American History, however, is obscured by narrow disciplinary definitions of what actually counts as history and who is qualified to represent it. This article explores the professionalization and masculinization of history within the academy that took place in the second half of the nineteenth century and the contributions of women working as writers, teachers, archivists, and scholars outside the confines of academic history departments. Emblematic of this important work are the efforts of Sarah Bolton, Angie Debo, Dorothy Porter, Molly Murphy MacGregor, and Mary Kay Thompson Tetreault. Bolton's biographies of exceptional women of the nineteenth century, Debo's ethnohistories of Native Americans, Porter's archives of the African Diaspora, MacGregor's National Women's History Project, and Tetreault's feminist phase theory and feminist pedagogy have broadened the scope, method and uses of history. Acknowledging these women's work expands everyone's view of what counts as history and helps to make the disciplinary practices of history transparent, exposing their epistemological and methodological underpinnings to scrutiny. An examination of these contributions also serves to correct the misperception that women have come lately to the business of writing history. (Contains 29 notes.) (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Blvd, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.thehistoryteacher.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10