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Re/presenting women : the dilemma of social studies curriculum change in BC McIntosh, Susan Kay
Abstract
Formal curricula, official curriculum documents and recommended resources, are revised periodically and have the opportunity to reflect feminist scholarship available at the time of writing. This feminist project analyzes the treatment of women's history in British Columbia's Social Studies 8-10 Integrated Resource Package 1997, the Social Studies 11 Integrated Resouces Package 1997, and the History 12 Integrated Resource Package 1997, all of which are due to be implemented in September, 1999. Informed by feminist historiography and pedagogy, the above curricula are analyzed using the following thematic organizers: degree of representation; segregation versus integration; experience, diversity and voice; and the construction and deconstruction of gender knowledge. A sampling of recommended learning resources found in the above Integrated Resource Packages are also examined for their treatment of women's history. The outcome of the research suggests that while limited gains have been made in the degree to which women are addressed in the new curricula, the manner of representation largely reflects her-story approaches that have been considered problematic by most feminist historians since the mid-1970s. Recommendations for future revisions are also included.
Item Metadata
Title |
Re/presenting women : the dilemma of social studies curriculum change in BC
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1998
|
Description |
Formal curricula, official curriculum documents and recommended resources, are
revised periodically and have the opportunity to reflect feminist scholarship available at
the time of writing. This feminist project analyzes the treatment of women's history in
British Columbia's Social Studies 8-10 Integrated Resource Package 1997, the Social
Studies 11 Integrated Resouces Package 1997, and the History 12 Integrated Resource
Package 1997, all of which are due to be implemented in September, 1999. Informed by
feminist historiography and pedagogy, the above curricula are analyzed using the
following thematic organizers: degree of representation; segregation versus integration;
experience, diversity and voice; and the construction and deconstruction of gender
knowledge. A sampling of recommended learning resources found in the above
Integrated Resource Packages are also examined for their treatment of women's history.
The outcome of the research suggests that while limited gains have been made in the
degree to which women are addressed in the new curricula, the manner of representation
largely reflects her-story approaches that have been considered problematic by most
feminist historians since the mid-1970s. Recommendations for future revisions are also
included.
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Extent |
6507757 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-05-27
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0064588
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1998-11
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.