According to Jane Roland Martin, philosophical thinking in
education for some time has focused on a limited range of questions
and endorsed a deficient theory of curriculum. Martin has responded
by widening the scope of thinking and recognizing the significance
of gender and women's experience for education and schooling. Her
ideas are innovative and forceful and make a strong case for a
reassessment of contemporary mainstream educational thought.
The present book responds to Martin by addressing the issues she
raises, with particular reference to issues in gender, curriculum,
and schooling in need of urgent attention by theorists and
practitioners alike. This is accomplished through analysis and
response to three areas of Martin's thought: (1) her critique of
conventional thinking in curriciulum in which she challenges
traditional assumptions regarding knowledge and the goals of
education, (2) her gender critique of educational thought and
practice in which she examines the extent to which gender bias is
reflected in influential educational theories of the past and
present that underlie current practice, and (3) her alternative
vision for schooling founded upon the acceptance of women's
experience, caring, and a widened concept of cultural wealth and
its implication for the school curriculum.
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